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MATE  N 

Los  Angeles,  Cai. 


<o% 


TEACHER  AND  THE  PARENT; 


A    TREATISE    UPOH 


COMMON-SCHOOL  EDUCATION; 


COMTA JNIHO 


PRACTICAL  SUGGESTIONS  TO  TEACHERS  AND  PARENTS 


ay 

BY   CHARLES  NORTHEND,  A.  M., 

RF.CEKTLY    SUPERINTENDENT    OF   SCHOOLS,    DANVERS,   Ki83.,  NOW   OF   SEW 
BRITAIN,    CONN. 


EIGHTH    EDITION,     EXLABQED. 


NEW    YORK: 
A.  S.  BARNES  &  Co.,  Ill  &  113  WILLIAM  STREET, 

(CORNER   OF  JOHN    STREET.) 

1872. 


ENTERED,  according  to  Act  of  Congress,  in  the  year  1856, 

BY  CHARLES  NOIITHEND, 
lu  Hie  Clerk's  Office  of  the  District  Court,  of  the  District  o<  Connecticut 


•Education 
Library 


to 

GEORGE   PEABODY,  ESQ., 

OF   LONDON, 

At    A.    XOBLE    ILLVSTBATIOM    OF    THE    HIGH    AND    HOHORABL* 
POSITION    WHICH    IS    ATTAINABLE    BT    A    WISE 

IMPROVEMENT     OF 

Common 


AKD    WITH    THE    HOPE    THAT    MULTITUDES,     IN    BOTH 

HEMISPHERES,    VAT    BE    STIMULATED    TO    1CANLT    EFFOBTI 

BT    HIS    WORTHY    EXAMPLE, 

(El)  f  s  Volume 

I*    HOST    BESPECTFCLLT    DEDICATED 
BT 

THE    AUTHOR. 


PREFACE. 


IN  the  preparation  of  this  volume,  it  has  been  the 
author's  aim  to  furnish  for  teachers  a  work  which  should 
at  once  lead  them  to  view  their  calling  in  its  true  light, 
stimulate  them  to  fidelity,  and  furnish  them  with  such 
plain,  practical  suggestions,  as  might  prove  valuable  to 
them  in  the  performance  of  their  important  and  arduous 
duties.  In  the  execution  of  his  design,  he  has  been  free 
to  make  extracts  from  the  writings  of  others,  when  he 
has  found  their  views  in  accordance  with  his  own.  In 
all  such  cases  he  has  made  the  proper  acknowledgment ; 
and  it  is  believed  that  the  quotations  he  has  made  will 
^  not  diminish  the  value  of  the  work. 

Having  had  an  experience  of  nearly  twenty  years  as 
an  instructor  in  public  schools,  the  author  feels  that  he 
can,  in  some  degree,  appreciate  the  nature  of  the  teach- 
er's work,  the  qualifications  essential  to  a  wise  discharge 
of  appropriate  duties,  and  something  of  the  trials,  per- 
plexities, and  pleasures,  connected  with  the  same.  How 


VI  PREFACE. 

far  he  has  succeeded  in  accomplishing  his  design,  must 
be  for  others  to  decide. 

With  the  sincere  desire  that  this  volume  may  prove 
an  acceptable  addition  to  works  on  education,  and  be 
instrumental  in  advancing  the  great  interest  of  common 
school  instruction,  it  is  affectionately  and  respectfully 
commended  to  the  candid  consideration  of  teachers  and 
parents,  with  the  hope  that  the  truths  advanced  may 
have  their  proper  influence,  though  dressed  in  a  plain 
and  familiar  style. 

DANVEKS,  MASS.,  May  1,  1858. 


CONTENTS. 


PART    I. 

CHAPTER  L 
Common  Schools 11 

CHAPTER  H. 
The  Teacher, 15 

CHAPTER  HI. 
Thorough  Knowledge,  Aptness  to  Teach,  Accuracy,  Patience, 

and  Perseverance, 25 

CHAPTER  IV. 
Candor,  Truthfulness,  and  Courtcousncss 31 

CHAPTER  V. 
Ingenuity,  Individuality, 86 

CHAPTER  VL 
Kindness,  Gentleness,  Forbearance,  and  Cheerfulness,  ....      41 

CHAPTER  VIL 

Common  Sense,  Knowledge  of  Human  Nature,  General  Inform- 
ation, Desire  to  do  Good,  and  Hopefulness, 46 

CHAPTER  VIII. 
Correct  Moral  Principles,  Exemplary  Habits  and  Deportment ; 

Diligence, 53 

CHAPTER  IX. 
Neatness  and  Order  ;   Se!f-Control, 58 


VIII  CONTENTS. 

CHAPTER  X. 
Earnestness,  Energy,  Enthusiasm,  .............     66 

CHAPTER  XL 
Judgment   and  Prudence  ;    System  and   Punctuality  ;   Inde 

pendence,  ......................      71 

CHAPTER  XII. 
Professional  Feeling  and  Interest  ;    a  Deep  and  Well-grounded 

Interest  in  Teaching,     ................      76 

CHAPTER  XIIL 
Means  of  Improvement,     .................     81 

CHAPTER  XIV. 
Teaching  .........................     93 

CHAPTER  XV. 
Discipline,     .......................    106 

CHAPTER  XVI. 
Means  of  Interesting  Pupils  and  Parents,    .........    119 

CHAPTER  XVH. 
Moral  Instruction,  .................  ...    130 


CHAPTER 
Emulation  and  Prizes,  ..................    147 

CHAPTER  XIX. 
Primary  Schools,     ....................    154 

CHAPTER  XX. 
Lessons  and  Recitations,    .................    163 

CHAPTER  XXL 
Examinations  and  Exhibitions,    ..............    178 

CHAPTER  XXIL 
Multiplicity  of  Studies  ................   ...    182 

CHAPTER  XXm. 
tieading,    ......................    186 


CONTENTS.  IX 

CHAPTER  XXTV. 
Spelling 194 

CHAPTER  XXV. 
Penmanship 204 

CHAPTER  XXVL 
Geography, 211 

CHAPTER  XXVIL 
Grammar, 219 

CHAPTER  XXVm. 
Letter-Writing  and  Composition, 225 

CHAPTER  XXTY. 
Arithmetic 229 

CHAPTER  XXX. 
Book-Keeping :  Declamation, 237 

CHAPTER  XXXL 
Singing, 241 

CHAPTER  XXXII. 
Miscellaneous ...    245 


PART    II. 

CHAPTER  L 
Introductory  Remarks 251 

CHAPTER  IL 
School  Houses, 257 

CHAPTER  IIL 

Children  should  not  be  sent  to  School  too  Young 262 


X  CONTENTS. 

CHAPTER  IV. 
To  Provide  Good  Teachers, 268 

CHAPTER  V. 
School  Supervision, 273 

CHAPTER  VI. 
Parents  should  Encourage  the  leather, 280 

CHAPTER  Ml. 
Specific  Duties, .    284 

CHAPTER  VIII. 
Candor  and  Charitableness £07 

CHAPTER  IX. 
High  and  Honorable  Motives. .......    314 

Appendix  A.,  Teacher's  Library, 321 

Appendix  B.,  School  Library, 326 

Appendix  C.,  School-house  and  Furniture, 3?8 

Appendix  D.,  Common  School  Apparatus, 337 


COMMON  SCHOOL  EDUCATION. 


CHAPTER    I. 

COMMON     SCHOOLS. 

THE  establishment  and  liberal  support  of  common 
schools  should  be  objects  of  special  interest  to  every 
citizen  of  our  Union.  On  them,  more  than  on  any  other 
cause,  under  Providence,  depend  the  general  diffusion 
and  perpetuity  of  those  great  national  blessings  and 
privileges  which  tend  to  the  true  exaltation  of  a  people. 
Free  schools  are  the  nurseries  of  the  public  mind, —  the 
lights  by  which  republican  virtues  and  honors  are  most 
clearly  and  extensively  reflected, —  the  best  safeguards 
against  all  the  ills  of  ignorance  and  vice.  Without  them 
no  republican  government  can  long  exist  and  flourish; 
with  them,  wisely  fostered  and  generally  supported,  no 
tyrant's  sway  can  long  continue,  no  bigot's  views  be 
widely  disseminated.  In  view  of  this,  how  earnestly  anl 
assiduously  should  every  good  citizen  strive  to  guard  and 
improve  a  judicious  system  of  public -school  instruction  ! 

Common  schools  have  been  very  appropriately  styled 
the  "  People's  Colleges;"  and  the  character  of  those  who 
graduate  from  them  must  determine  what  the  general 
condition  of  our  country  shall  be.  It  is  true  that  our 
academies  and  colleges  exert  a  powerful  influence,  and 


12  COMMON   SCHOOL   EDTJ :  ATI  ON. 

OBJECT   OF   COMMON   SCHOOLS. THEIR   IMPORTANCE. 

accomplish  a  glorious  work ;  but,  so  long  as  more  than 
nine-tenths  of  our  whole  population  never  gain  access  tn 
their  advantages,  how  important  is  it  that  these  mory 
accessible  institutions,  the  free  schools,  be  properly  cared 
for  !  How  important  is  it  that  they  be  so  sustained  that 
they  will  send  forth  those  healthful  influences  which  shall 
be  for  the  healing  and  preservation  of  the  nations  ! 

Good  common  schools  should  furnish  to  the  young  that 
thorough  elementary  instruction  and  training  which  will 
prepare  them  to  engage  honorably  and  successfully  in 
any  pursuit  of  life.  They  should  form  "  well-disciplined 
minds,  refined  tastes,  and  correct  habits,  and  endow  the 
young  with  a  knowledge  of  sciences,  and  the  principles 
of  things,  and  clothe  them  with  the  power  of  elegant  and 
forcible  expression,  which  shall  be  'for  glory  and  for 
beauty '  around  all  the  possible  occupations  of  future  life, 
rather  than  to  fit  them  for  any  special  and  private  emer- 
gency of  business." 

If  every  instructor  were  thoroughly  fitted  for  the 
duties  of  his  high  and  honorable  calling,  and  every  par- 
ent were  ready  to  render  proper  and  cheerful  assistance 
in  all  the  operations  of  the  school-room,  the  power  and 
usefulness  of  common  schools  would  equal  the  fondest 
expectations  and  wishes  of  the  most  ardent  friends  of 
knowledge  and  liberty. 

Our  common  schools  have  enlisted  the  interest  of 
the  greatest  and  best  of  men.  Daniel  Webster,  in 
speaking  of  them,  said,  "  If  I  had  as  many  sons  as  old 
Priam,  I  would  send  them  all  to  the  public  schools." 
As  a  proof  that  the  privileges  of  these  schools,  wisely 
improved,  will  qualify  one  for  passing  through  life  with 
the  highest  degree  of  success,  honor  and  usefulness,  I 


COMMON    SCHOOLS.  13 

THE    EFFICIENCY    OF   COMMON    SCHOOLS. 

would  respectfully  refer  to  the  example  of  the  gentle- 
man to  whom  this  volume  is  dedicated, —  a  name  alike  an 
honor  to  his  native  town  and  country,  and  to  the  country 
of  his  adoption.  By  his  persevering  efforts,  he  has  risen 
to  a  most  exalted  position  of  wealth,  honor  and  influ- 
ence, and  by  his  noble  acts  of  munificence  he  has  be- 
come the  admiration  of  multitudes  on  both  hemispheres. 
In  a  recent  letter  to  the  inhabitants  of  his  native  town 
(Danvers,  Mass.),  he  uttered  the  following  noble  and 
philanthropic  sentiments  :  "  The  early  associations  of  my 
life  are  clustered  around  our  ancient  town.  It  was,  aa 
many  of  you  know,  in  a  very  humble  house  in  the  South 
Parish  that  I  was  born ;  and  from  the  common  schools 
of  that  parish,  such  as  they  were  in  1803  to  1807,  I 
obtained  the  limited  education  my  parents'  means  could 
afford ;  but  to  the  principles  there  inculcated,  in  childhood 
and  early  youth,  I  owe  much  of  the  foundation  for  such 
success  as  Heaven  has  been  pleased  to  grant  me  during  a 
long  business  life."  *#**#"  The  great  increase 
of  population  and  commerce  of  the  United  States,  the 
development  of  the  internal  wealth  of  the  country  and 
enterprise  of  her  people,  have  done  much  to  effect  a 
happy  relation  between  EurDpe  and  America ;  and  I  can 
scarcely  see  bounds  to  our  possible  future,  if  we  preserve 
harmony  among  ourselves  and  good  faith  to  the  rest  of 
the  world,  and  if  we  plant  the  unrivalled  New  England 
institution  of  the  common  school  liberally  among  the 
emigrants  who  are  filling  up  the  great  valley  of  the  Mis- 
sissippi." 

With  the  above  excellent  remarks  were  the  following 
noble  sentiment  and  generous  accompaniment, —  the  sen- 
timent worthy  of  being  inscribed  in  letters  of  gold  over 


14  COMMON   SCHOOL   EDUCATION. 

NOBLE   SENTIMENT    AND    GENEROUS    GIFT. 

the  doorway  of  every  school-house  in  our  land,  and  the 
accompaniment  a  most  substantial  proof  of  the  sincerity 
of  him  who  gave  the  sentiment : 

"EDUCATION:  A  debt  due  from  present  to  future 
generations. 

"In  acknowledgment  of  the  payment  of  that  debt  by 
the  generation  which  preceded  me  in  my  native  town  of 
Danvers,  and  to  aid  in  its  prompt  future  discharge,  I 
give  to  the  inhabitants  of  that  town  the  sum  of  TWENTY 
THOUSAND  DOLLARS  for  the  promotion  of  knowledge  and 
morality  among  them." 

If  the  author  of  this  volume  shall  be  instrumental  ol 
inspiring  teachers  with  a  stronger  love  for  and  devotion 
to  their  work,  or  shall  say  anything  that  will  aid.  encour- 
age or  stimulate  them  in  their  arduous  labors, —  if  he 
shall  say  aught  that  will  tend  to  awaken  parents  to  a 
proper  understanding  and  performance  of  the  duties  they 
owe  to  public  schools, —  he  will  feel  rewarded  in  the  con- 
sciousness of  having  done  something  towards  discharging 
his  part  of  obligations  so  beautifully  expressed,  in  the 
sentiment  above,  as  constituting  the  common  debt  of  all, 
—  something  towards  imparting  to  our  common-school 
system  vigor  and  efficiency. 


CHAPTER   II 

THE    TEACHER. 

THE  influence  and  importance  of  the  office  of  an  in- 
structor of  youth  cannot  be  easily  over-estimated,  and  he 
who  attempts  to  fill  it  should  well  consider  the  immense 
responsibilities  which  rest  upon  him.  lie  should  clearly 
comprehend  the  nature  and  magnitude  of  the  duties  he 
assumes,  that  he  may  correctly  judge  of  his  own  fitness 
rightly  to  discharge  them.  This  is  the  part  of  true  wis- 
dom, and  no  one  should  be  so  rash  and  inconsiderate  as 
to  undertake  the  performance  of  any  important  work 
without  a  well-grounded  assurance  of  ability  to  prosecute 
it  to  a  successful  and  satisfactory  issue.  Who  would 
attempt  the  construction  of  a  piece  of  machinery  with 
out  a  proper  knowledge  of  the  nature  of  the  work  to  be 
performed,  and  a  familiarity  with  the  various  processes 
necessary  to  its  completion  1  A  trifling  error  might  ren- 
der valueless  the  work  of  months.  Who  would  be  so 
inconsiderate  as  to  commence  the  erection  of  a  dwelling- 
house  without  a  proper  knowledge  of  the  principles  and 
rules  of  architecture  and  carpentry  ?  Ignorance  would 
cause  a  waste  of  property,  and  a  failure  to  secure  the 
ends  desired.  What  sane  man  would  assume  the  com- 
mand of  a  ship  freighted  with  valuable  merchandise,  and 
more  valuable  lives,  without  possessing  a  proper  acquaint- 
ance with  the  principles  of  navigation  and  seamanship  ? 


16  COMMON   SCHOOL   EDUCATION 

THE   MAGNITUDE   OF   THE   TEACHER'S    WORK. 

A  slight  error  in  calculation  might  prove  the  loss  of 
thousands  of  dollars,  and  the  destruction  of  human 
beings  whose  loss  cannot  be  measured  by  dollars.  What 
wise  man  would  undertake  the  training  of  a  young  and 
spirited  horse,  without  some  knowledge  of  the  task  to  be 
performed,  and  of  the  nature  of  the  animal  whose  disci- 
pline he  undertakes?  A  wrong  course  might  tend  to 
render  worse  than  useless  a  beast  that,  rightly  trained, 
would  be  of  great  service. 

If,  then,  care,  prudence,  judgment  and  wisdom,  are  so 
essential  to  the  successful  prosecution  of  work  whose 
nature  is  so  ephemeral,  how  can  we  attach  too  much 
weight  to  high  qualifications  and  skill  in  him  who  is 
to  train  and  educate  imperishable  minds  of  the  young? 
If  the  work  of  him  who  engages  in  the  polishing  and 
adornment  of  jewels  and  precious  stones  is  considered 
important,  how  much  more  so  is  the  work  of  him  who  is 
called  to  the  polishing  and  ennobling  of  those  priceless 
and  deathless  jewels  which  are  so  confidingly  resigned 
to  the  influences  of  teachers !  Lord  John  Russell,  in 
a  speech  before  the  British  and  Foreign  School  Soci- 
ety, thus  spoke  of  the  duties  of  the  teacher :  "  Every 
step  we  take,  every  year  that  passes  over  our  heads.,  only 
tends  to  show  that,  to  teach  well,  to  elevate  the  minds  of 
children,  to  implant  in  them  religious  and  moral  princi- 
ples, to  send  them  from  school  in  a  fit  state  to  take  their 
part  in  the  community,  in  whatever  portion  of  the  busi- 
ness of  life  may  be  intrusted  to  them,  is  one  of  the 
most  important  and  difficult  tasks  which  any  man  can 
undertake." 

The  teacher  is  a  laborer  in  a  work  of  the  utmost  con- 
sequence and  interest,  so  far  as  relates  both  to  the  present 


THE   TEACHER.  17 


'  THE    SCHOOLMASTER    IS    ABROAD. 


and  future  well-being  of  those  with  whom  and  for  whom 
he  devotes  his  time  and  talents ;  and  while  a  due  appre- 
ciation, correct  knowledge,  and  faithful  discharge  of 
appropriate  duties,  will  lead  to  a  most  desirable  degree  of 
true  exaltation,  a  wrong  estimate,  a  want  of  clear  under- 
standing, or  an  unfaithful  performance  of  them,  will 
tend  to  the  injury  and  depression  of  both  teacher  and 
pupils,  to  an  extent  proportionate  to  the  degree  of  the 
deficiency.  When  we  consider  that  there  are,  within  our 
country,  hundreds  of  thousands  of  youth  of  a  school-going 
age  whose  future  success,  happiness  and  usefulness,  depend 
in  so  great  a  degree  upon  the  nature  and  extent  of  their 
school  training  and  school  influences,  with  what  weighty 
power,  for  good  or  ill,  does  the  consideration  invest  the 
tens  of  thousands  of  teachers  to  whose  care  and  training 
they  are  intrusted ! 

The  phrase  "the  schoolmaster  is  abroad"  is  on  the 
tongue  of  all ;  and  yet  how  few  know  aught  of  its  origin 
or  appreciate  its  force  !  A  late  writer  in  the  National 
Era  thus  speaks : 

"  No  orator  of  our  times  is  more  successful  than  Lord 
Brougham  in  embalming  phrases  full  of  meaning  in  the 
popular  memory.  The  well-known  talismanic  sentiment, 
'  the  schoolmaster  is  abroad,"1  is  an  instance.  In  a 
speech  on  the  elevation  of  Wellington,  a  mere  military 
chieftain,  to  the  premiership,  after  the  death  of  Canning, 
Lord  Brougham  said,  '  Field- marshal  the  Duke  of  Wel- 
lington may  take  the.,  army,  he  may  take  the  navy,  he 
may  take  the  mitre.  I  make  him  a  present  of  them  all. 
Let  him  come  on  with  his  whole  force,  sword  in  hand, 
against  the  constitution,  and  the  English  people  will  not 
only  beat  hiir.  back,  but  laugh  at  his  assaults.  In  other 
2* 


18  COMMON   SCHOOL   EDUCATION. 


THE  TEACHER'S  INFLUENCE  UNWITTINGLY  ACKNOWLEDGED. 

times  the  country  may  have  heard  with  dismay  that  '  the 
soldier  was  abroad.'  It  is  not  so  now.  Let  the  soldier  be 
abroad,  if  he  will ;  he  can  do  nothing  in  this  age.  There 
is  another  personage  abroad, —  a  person  less  imposing, 
in  the  eyes  of  some,  perhaps,  insignificant.  The  school- 
master is  abroad ;  and  I  trust  to  him,  armed  with  his 
primer,  against  the  soldier  in  full  military  array." 

A  writer  in  Blackwoods  Magazine,  in  the  outpouring 
of  his  bitterness  against  liberal  institutions,  dating  from 
Canada  West,  unwittingly  gives  the  following  testimony 
in  favor  of  the  influence  of  a  class  whom  he  affects  to 
despise. 

"  But  there  is  no  circumstance,  perhaps,  that  we  could 
mention,  that  could  convey  a  better  idea  of  the  relative 
regard  for  England  and  the  United  States  of  the  class 
of  people  we  have  been  describing  (the  democratic  party 
in  Canada)  than  the  fact,  well  known  to  every  person  who 
has  lived  among  them,  that  a  Yankee  schoolmaster, 
without  either  education  or  intelligence, —  with  nothing 
on  earth  to  recommend  him  save  an  inveterate  propen- 
sity to  vaporing  and  meddling  in  the  affairs,  religious  and 
political,  of  every  sect  and  class  wherever  he  goes, —  can, 
and  ever  has,  exercised  more  influence  among  them,  in 
a  few  months,  than  a  whole  neighborhood  of  English 
gentlemen  could  in  years.  And  we  speak  neither  from 
hearsay  nor  conjecture ;  we  speak  from  what  we  have 
seen  and  know,  and  what  is  susceptible  of  proof." 

All  who  consider  the  subject  must  admit  that  the 
teacher  is  called  to  labor  in  a  f  eld  of  vast  influence. 
This  the  teacher  should  understand,  and.  though  he  may 
at  times  feel  almost  crushed  by  the  weight  of  his  respons- 
ibilities, and  be  induced  to  exclaim  "Who  is  sufficient 


COMMON   SCHOOLS. 


THE   NATURE   OF  THE    WORK   TO    BE   PERFORMED. 

for  these  things?"  yet  let  him  persevere,  trusting  in  Him 
from  whom  comcth  all  needed  assistance,  ever  aiming  at 
a  nearer  approximation  to  the  mark  of  perfection,  ever 
striving  to  remove  defects  and  cultivate  excellences. 
We  regard  him  as  a  wise  and- judicious  husbandman  who 
carefully  removes  from  his  grounds  all  noxious  weeds, 
and  who  so  trains  his  vines  and  trees  that  they  will  not 
become  fruitless  and  useless  cumberers  of  the  soil  they 
occupy.  If  worldly  wisdom  and  sagacity  prompt  to  so 
much  attention  and  watchfulness  for  those  objects 
which,  like  the  grass  of  the  field,  wither  and  die, 
with  what  intense  interest  and  care  should  they  labor 
and  watch  who  are  called  to  cultivate  fields  so  closely 
filled  with  plants  Avhose  existence  is  commensurate  with 
eternity  !  Is  it  not  a  work  of  the  greatest  importance 
rightly  to  watch  and  till  these  fields,  that  they  may  be 
kept  dressed  in  "  living  green,"  yet  free  from  all  hurtful 
weeds  and  untoward  influences  ;  and  that  these  deathless 
plants  may  receive  such  support  and  training  as  shall 
cause  them  to  "blossom  and  bear  fruit"  to  the  honor 
arid  glory  of  the  Divine  Teacher  ?  If  properly  nurtured 
and  trained,  what  ornaments  and  blessings  will  they 
become  to  the  hill-sides  and  valleys  of  our  beloved  land ! 
If  neglected  or  mal-trained,  what  curses  will  they  prove 
to  the  gardens  in  which  they  grew,  to  the  communities 
whose  atmosphere .  they  taint,  and  to  those  who  should 
have  lad  them  to  the  light,  but  have  rather  left  them  to 
grope  in  darkness,  and  imbibe  the  pestiferous  influences 
of  ignorance  and  wickedness !  As  cultivators  in  these 
priceless  nurseries  of  God's  planting,  teachers  occupy  a 
foremost  rank ;  and  woe  will  be  pronounced  against  those 
who,  by  undervaluing  their  work,  or  misapplying  theii 


20  COMMON    SCHOOL    EDUCATION. 

WHAT   A   SCHOOLMASTER   SHOULD   BE. 

time  and  talents,  cause  or  allow  deformities  and  imper- 
fections to  exist  and  perpetuate  themselves. 

The  influence  of  a  teacher,  for  the  weal  or  woe  of 
those  confided  to  his  care,  is  almost  inconceivable. 
From  his  every  act.  word,  and  even  look,  they  will 
receive  impressions,  good  or  ill,  which  will  remain  as 
long  as  the  susceptibility  of  the  mind  to  retain  impres- 
sions shall  endure.  How  solemn  the  thought,  and  yet  how 
true,  that  the  teacher's  influence  will  extend  through  all 
coming  time  !  With  what  force  should  this  thought 
impress  the  minds  of  all  who  take  upon  themselves  the 
duties  and  responsibilities  of  an  instructor  !  With  what 
care,  industry  and  zeal,  should  it  incite  them  to  strive 
for  the  cultivation  of  those  qualities,  and  the  acquisi- 
tion of  that  knowledge,  which  will  enable  them  to  labor 
wisely  and  well  ! 

Says  one  :  *  "It  must  not  be  supposed,  for  a  moment, 
that  every  person  who  can  pass  the  strictest  examination 
is  fit  to  manage  a  school.  It  takes  a  peculiar  man  to  be 
just  the  right  sort  of  a  teacher.  He  is  an  article  com- 
pounded of  various  ingredients,  such  as  you  cannot  buy 
at  the  apothecary's.  As  to  his  intellectual  qualifica- 
tions, his  mind  should  be  a  fountain,  and  not  a  reservoir. 
His  knowledge  should  gush  up  of  itself,  and  not  have  to 
be  drawn  up  as  by  a  windlass.  He  should  be  a  man 
of  ingenuity  and  tact,  of  various  resources  and  expedients, 
and  not  a  helpless  creature  of  custom,  plodding  on,  day 
after  day,  in  the  same  old  path,  like  a  horse  in  a  bark- 
mill.  He  should  be  fresh  in  his  feelings  and  sympathies, 
and  not  a  petrified  post  of  Medusa ;  his  heart  should  be 

*  J.  G.  Hoyt. 


COMMON   SCHOOLS.  21 


INTEGRITY    AND   CHBISTIAN    FAITH. 


young  in  all  its  pulsations,  though  his  head  may  be  aa 
oald  as  Elisha's.  Endued  with  a  courage  and  resolution 
that  know  no  defeat,  he  should,  like  Dickens'  Raven, 
'  never  say  die.' 

"  He  should  be  a  man  of  the  world,  as  well  as  a  man 
of  books  ;  familiar  with  human  nature,  not  less  than  with 
Mitchell's  Geography.  He  should  be  a  scholar  of  some 
breadth,  as  well  as  depth  ;  knowing  something  more  than 
the  mere  routine  of  daily  study,  and  not  a  man  whose 
half-dozen  thoughts  rattle  in  his  vacant  head  like 
shrunken  kernels  in  a  bean-pod.  His  mental  store- 
house should  be  filled  with  the  fruits  of  various  and  ex- 
tensive reading,  so  that  he  need  not  be  compelled  to  draw 
his  illustrations  for  the  recitation-room  from  the  tales  of 
his  grandfather,  or  from  the  treasures  of  last  year's 
almanac. 

"  In  addition  to  his  intellectual  furnishing,  he  should  be 
a  man  of  integrity,  of  moral  rectitude,  and  purity  of 
character,  imbued  with  the  spirit  of  truth  and  wisdom. 
And  if,  beside  all  this,  the  light  of  a  Christian  faith 
should  irradiate  his  scientific  and  literary  acquirements, 
it  would  serve  to  give  them  a  brighter  lustre,  even  as  '  a 
lamp  set  in  an  alabaster  vase  brings  out  in  bolder  relief 
and  clearer  expression  the  beautiful  figures  which  may 
be  sculptured  upon  it.'  Let  the  common-school  teacher 
possess  qualifications  like  these,  and  he  can  do  much  — 
perhaps  more  than  any  single  individual — for  the  renova- 
tion of  human  society."  "A  teacher  of  small  children,'-" 
says  the  same  writer,  "  should  be  a  sort  of  locomotive 
patent-office,  full  of  all  manner  of  inventions.  The 
young  love  novelty  as  much  as  they  hate  routine.  To 
secure  their  interest,  therefore,  one  must  excite  thei? 


22  COMMON   SCHOOL   EDUCATION. 

A  COMMON    ERROR. ANECDOTE   OF   DINTER. 

astonishment  and  admiration  every  hour  of  every  day  in 
the  week  with  some  new  thing  under  the  sun." 

The  feeling  has  been  quite  too  common  that  any  one 
could  "keep  school;"  so  that  many  schools  have  beer 
kept,  while  but  few  have  been  well  taught ;  they  have 
been  kept  from  true  knowledge,  and  not  in  garnering  up 
for  future  usefulness.  Hence,  mere  striplings,  or  men 
of  maturer  age  with  no  fixed  views  or  plans,  engage  in 
"keeping  school,"  though  they  never  teach,  because 
themselves  untaught.  They  can  neither  discipline  nor 
instruct,  because  they  have  never  themselves  been 
properly  disciplined  and  instructed. 

When  Dinter  was  school -counsellor  in  Prussia,  a  mili- 
tary man  of  great  influence  urged  him  to  recommend  a 
disabled  soldier,  in  whom  he  was  interested,  as  a  school- 
teacher. "  I  will  do  so,"  said  Dinter,  "if  he  can  sus- 
tain the  requisite  examination."  "  0,"  said  the  colonel, 
"  he  does  not  know  aught  about  school-teaching;  but  he 
is  a  good,  moral,  steady  man,  and  I  hope  you  will  recom- 
mend him,  to  oblige  me."  "0  yes,"  said  Dinter,  "to 
oblige  you,  if  you,  in  your  turn,  will  do  me  a  favor." 
"And  what  favor  can  I  do  you?"  asked  the  colonel. 
"  Why,  get  me  appointed  drum-major  in  your  regiment," 
said  Dinter.  "It  is  true  that  I  can  neither  beat  a  drum 
nor  play  a  fife ;  but  I  am  a  good,  moral,  steady  man  as 
ever  lived." 

It  is  not  enough  that  a  man  is  "good  and  steady" 
in  order  to  become  a  teacher  It  is  essential  that  his 
whole  life  and  character  be  so  pure  and  correct  that  he 
shall  constitute  a  pattern  worthy  of  the  closest  imitation. 
How  desirable  that  his  " daily  walk  and  conversation" 
form,  as  it  were  a  "living  epistle,"  not  only  "known 


THE   TEACHER.  23 


IMPORTANCE    OF   CORRECT    EXAMPLES. 


and  read"  of  all  children,  but  imparting  unto  them  such 
instruction  as  will  lead  them  in  ways  of  virtue  and  use- 
ful industry !  How  important  that  a  teacher  be  entirely 
free  from  habits  the  formation  of  which  in  the  young 
would  be  deprecated  by  every  good  and  virtuous  citizen  ! 
Precept,  when  opposed  by  example,  is  often  worse  than 
powerless.  If  a  teacher  would  effectually  discountenance 
profanity,  he  must  do  so  "by  word  and  deed."  If  he 
would  encourage  frankness  and  love  for  truth  and  hon- 
esty, his  every  action  must  be  free  from  guile  and  duplic- 
ity. If  he  would  cultivate  habits  of  civility  and  courtesy, 
his  example  must  precede  and  succeed  his  counsels.  If 
he  would  incite  to  that  regard  for  order  which  has  a 
"place  for  everything  and  everything  in  its  place,"  he 
must  not  himself  exhibit  any  deviation  from  these  partic- 
ulars. If  he  would  secure  proper  attention  to  cleanli- 
ness in  dress  and  personal  appearance,  he  must  himself, 
in  these  particulars,  constitute  a  "  bright  example."  If 
he  would  form  a  true  regard  for  regularity  and  punctu- 
ality, his  own  practices  must  be  in  strict  accordance  with 
these  qualities.  In  fine,  his  entire  .conduct,  his  conver- 
sation, his  appearance,  must  bespeak  and  confirm  the 
propriety  and  intrinsic  worth  of  the  precepts  he  would 
inculcate.  Say  not,  candidate  for  the  teacher's  profes- 
sion, that  this  is  requiring  too  much.  You  should  well 
consider  the  nature  and  magnitude  of  the  duties  to  be 
assumed,  and  then  strive  earnestly  and  constantly  for  the 
faithful  performance  of  those  duties.  Look  onward  and 
upward,  remembering  that  "they  who  sow  shall  in  due 
time  reap,  if  they  faint  riot."  Be  not  unduly  troubled 
by  the  perplexities  that  may  beset  your  path  Trials 
and  difficulties,  rightly  regarded,  will  only  tend  to 


24  COMMON    SCHOOL    EDUCATION. 

TEACHER'S  REWARD.  —  GERMAN  PARABLE. 

quicken  and  improve  you.  Do  your  duty  faithfully, 
ever  seeking  to  promote  the  best  good  of  your  pupils, 
and  a  rich  and  glorious  reward  will  one  day  be  yours, — 
not  a  reward  of  silver  and  gold,  but  that  richer,  higher, 
nobler  reward,  which  springs  from  the  consciousness  of 
having  been  an  humble  instrument  of  enlightening,  ex- 
panding and  elevating  the  minds  of  immortal  beings,  and 
thus  enabling  them  to  act  "  wisely  and  well  "  their  parts 
on  the  stage  of  life. 

*  "To  require  perfection  in  a  teacher,  would  be  to 
demand  more  than  has  been  attained  by  any  other  per- 
son,—  more  than  can  be  accomplished  in  this  world, — 
for,  should  we  attain  our  present  idea  of  perfection,  a 
higher  standard  would  be  revealed  to  us,  and  we  should 
be  as  far  as  ever  from  our  mark.  All  that  space,  too  vast 
for  us  to  measure,  between  our  minds  and  that  of  the 
Infinite,  is  given  us,  in  which  to  improve.  We  cannot 
reach  the  end  of  our  course,  we  cannot  discern  the  limits 
to  our  capacity  to  improve.  Every  step  in  progress, 
every  effort  towards  perfection,  diminishes  this  interven- 
ing space.  This  is  thus  beautifully  illustrated  by  the 
following  German  parable :  '  A  child  was  at  play  upon 
the  open  field,  A  star  rose  over  the  hill-top.  The  child 
gazed  at  it  with  pleased  and  longing  eyes.  "How  beau- 
tiful it  is  !  "  he  exclaims.  "It  is  just  on  the  hill-top ; 
I  will  run  and  catch  it,  and  have  it  for  my  own."  With 
eager  delight  he  started  in  pursuit,  and  climbed  the  hill 
before  him, —  but,  lo.  the  star  was  not  there  !  It  now 
seemed  to  rest  on  the  mountain-top  beyond.  Nothing 
disheartened,  the  child  pressed  on.  His  course  led  him 

•  B*v.  J.  F.  MOOM. 


THE  TEACHER.  25 


THE  TEACHER  SHOULD  HAVE  A  HIGU  STANDARD. 

over  fields  of  roses,  and  through  hedges  of  thorns.  At 
length  he  gained  the  mountain-top.  But  the  star  was 
not  there.  It  was  further  than  at  first.  It  no  longer 
rested  upon  the  mountain ;  it  was  climbing  the  distant 
heavens.  The  child  had  become  a  man.  The  object  of 
his  pursuit  had  not  been  gained.  It  had  receded  as  he 
had  advanced;  but  his  course  had  been  onward  and 
upward.'  ' 

So  with  the  teacher.  He  should  place  his  standard 
high,  and,  with  his  eye  steadily  upon  it,  he  should  ever 
be  rising  and  approximating  the  ' '  mark  of  his  high  call- 
ing." All  his  well-directed  efforts  will  tend  to  crown 
his  labors  with  success,  and  secure  for  him  the  approval 
of  the  "Perfect  Teacher,"  who  will  strengthen  him  for 
still  greater  and  more  ennobling  efforts. 

I  have  thus  considered  the  teacher's  vocation,  and 
alluded  to  the  indifference  with  which  it  is  too  often 
regarded,  in  the  hope  that  a  proper  estimate  may  be 
formed  in  the  minds  of  those  who  may  adopt  it ;  and  that 
they  may  feel,  as  they  should  do,  that  they  are  called  to 
the  performance  of  highly  responsible  and  important 
duties. 

I  shall  now  proceed  to  speak  of  some  of  the  essentials 
for  a  good  and  successful  instructor,-  hoping  thereby  to 
be  instrumental  in  awakening  a  stronger  feeling  and 
deeper  interest  in  the  great  work  of  educating  the  young. 

a 


CHAPTER    III. 

THOROUGH  KNOWLEDGE  AND   APTNESS  TO   TEACH. 

THESE  points  are  so  evident  that  I  hardly  need  urge 
their  consideration;  and  I  would  not  do  so,  were  it  not  that 
persons  are  constantly  seeking,  and  many  gaining,  admis- 
sion to  the  teacher's  office,  who  are  sadly  deficient  in 
their  qualifications, —  even  in  the  elementary  branches. 
If  a  teacher  would  gain  and  preserve  the  confidence  and 
respect  of  his  pupils,  he  must  be  able,  on  every  occasion, 
to  furnish  the  clearest  evidence  that  he  possesses  a  full, 
distinct  and  discriminating  knowledge  of  every  subject  on 
which  it  may  be  desirable  to  impart  instruction.  He 
should  not  only  understand  the  subjects  himself,  but  he 
should  be  able  to  make  them  clear  and  intelligible  to  the 
minds  of  his  pupils ;  abounding  in  knowledge  himself, 
he  must  also  possess  aptness  in  imparting  that  knowledge 
to  others.  The  manifestation  of  the  slightest  ignorance, 
or  a  degree  of  hesitation  indicative  thereof,  may  at  once 
cause  a  distrust  or  want  of  confidence,  which  will  greatly 
impair,  if  not  destroy,  his  usefulness  or  success.  Hence, 
it  is  desirable  that  those  who  intend  to  become  teachers 
should  store  their  minds  with  an  amount  of  available 
knowledge  which  will  not  only  be  sufficient  for  conduct- 
ing the  regular  text-book  lessons  of  the  school-room,  but 
also  for  meeting  and  answering  satisfactorily  all  the 
queries  which  may  arise  in  the  minds  of  their  pupils,  and 


KNOWLEDGE    AND    APTNESS   TO    TEACH.  27 

ACCURACY    AND   DISTINCTNESS.  —  ANECDOTE. 

thus  satisfying  them  that  they  are  receiving  supplies  from 
a  well-filled  fountain.  Their  knowledge  should  be  ready, 
clear  and  unequivocal.  The  possession  of  knowledge, 
without  the  ability  properly  to  impart  the  same,  is  as  a 
"  light  under  a  bushel,"  whose  rays  are  so  circumscribed 
as  to  be  of  no  value.  The  efficient  and  successful 
instructor  must  be  as  a  "light  on  a  hill,"  imparting 
cheerful  intelligence  and  clear  vision  to  all  around. 


ACCURACY   AND   DISTINCTNESS. 


If  pupils  are  early  trained  to  execute  whatever  they 
undertake  in  a  clear  and  distinct  manner,  it  will  be  of 
great  service  to  them  through  life ;  while  a  careless  and 
i-ndistinct  mode  will  affect  them  unfavorably  and  perma- 
nently. Hence  a  teacher  should  strive  to  impress  upon 
the  minds  of  his  pupils  the  great  importance  of  doing  all 
their  work  accurately  and  plainly.  How  many  people  write 
letters  and  other  documents  so  miserably  and  so  illegibly 
Chat  they  cannot  be  deciphered  except  with  the  greatest 
difficulty.  Frequently  very  singular  and  ludicrous  errors 
result  from  a  want  of  distinctness  in  writing.  The  fol- 
lowing are  examples  of  such  cases  : 

An  English  gentleman  once  applied  to  the  East  India 
Company  for  an  office  for  a  friend  of  his  in  India,  and 
succeeded  in  obtaining  an  appointment.  The  man  who 
received  the  favor  wrote  to  his  friend,  and  signified  his 
intention  to  send  an  equivalent  for  the  kind  assistance  he 
had  received.  The  gentleman  who  received  the  letter 
could  make  nothing  of  the  word  but  elephant ;  and, 
being  pleas  id  with  the  idea  of  receiving  such  a  noble 
animal,  he  was  at  the  expense  of  erecting  a  suitable 


28  COMMON    SCHOOL    EDUCATION. 


ANECDOTE. PATIENCE   AND    PERSEVERANCE. 

building  for  his  accommodation.  What  was  his  surprise 
in  receiving,  instead  of  an  elephant,  a  pot  of  sweetmeats, 
as  the  equivalent!  Perhaps  this  man  saw  as  much  of 
the  elephant  as  many  who  have  sought  a  view  in  these 
latter  days  ;  and  the  sight  was,  probably,  quite  as  profit- 
able, and  quite  as  palatable. 

A  clergyman  in  Massachusetts,  more  than  a  century 
ago,  addressed  a  letter  to  the  General  Court,  on  some 
subject  of  interest  that  was  then  under  discussion.  The 
clerk  read  the  letter,  in  which,  as  he  thought,  occurred 
this  remarkable  sentence  :  "I  address  you,  not  as  magis- 
trates, but  as  Indian  devils."  The  clerk  hesitated,  and, 
after  more  careful  examination,  repeated,  "Yes,  he  ad- 
dresses you  as  Indian  devils."  The  wrath  of  the  hon- 
orable body  was  greatly  aroused ;  they  passed  a  strong 
vote  of  censure,  and  demanded  of  the  reverend  gentleman 
an  apologetic  explanation  ;  from  which  it  was  discovered 
that  he  addressed  them  not  as  magistrates,  but  as  indi- 
viduals. 


PATIENCE    AND    PERSEVERANCE. 


From  the  days  of  pious  Job  until  the  present  time, 
patience  has  been  considered  a  Christian  grace.  Every 
individual,  whatever  his  situation  or  occupation,  finds 
occasion  for  its  exercise.  No  one  more  needs  its  full  and 
free  operation  than  the  instructor;  and  in  no  one  is  a 
deficiency  more  strongly  felt,  or  more  disastrous.  In  the 
discipline  and  instruction  of  his  school,  he  will,  some- 
times, be  obliged  to  contend  against  the  feelings  and 
actions  of  some  parents,  as  well  as  pupils ;  so  that  the 
good  lessons  and  instructions  of  the  school-room  will 
require  constant  repetition,  from  the  fact  that  they  are, 


KNOWLEDGE  AND   APTNESS    TO    TEACH.  29 


INFLUENCES    OUT   OF   SCHOOL-ROOM. 


often,  worse  than  obliterated  by  fire-side  or  street  influ- 
ences. As,  in  walking  by  the  sea-side,  our  footprints  are 
washed  away  by  the  dashing  wave,  so  are  the  salutary 
impressions  made  upon  the  minds  of  children,  in  the 
school-room,  frequently  effaced  by  the  untoward  influ- 
ences by  which  they  are  surrounded  while  out  of  school ; 
and  it  will  require  no  small  amount  of  patience  and 
perseverance,  on  the  part  of  the  instructor,  to  renew  the 
efforts  to  make  them  more  permanent. 

We  have  said  that  the  instructor  is  often  obliged  to 
contend  against  home  and  street  influences.  This  is  true 
in  more  particulars  than  many  at  first  imagine.  Let  us 
take  an  instance.  A  pupil,  in  speaking,  makes  use  of 
a  sentence  strictly  and  plainly  false  in  its  syntax,  and 
is  rectified  by  the  teacher ;  yet  he  will  continue  to  com- 
mit the  same  error,  though  corrected  for  the  fiftieth  time. 
How  difficult,  and  almost  impossible,  does  the  teacher 
find  it  to  get  rid  of  certain  mis-pronunciations  and  un- 
grammatical  expressions  !  A  child  will  say,  for  instance, 
"git  red,"  "it  is  him,"  "them  are,"  "kittle,"  &c.  &c. 
He  will  continue  to  do  so,  time  and  again,  though  cor- 
rected by  the  teacher  as  often  as  the  error  is  committed. 
Now,  why  is  this  ?  Simply  because  at  home  and  in  the 
streets  the  child  hears  the  wrong  ten  times  as  often  as 
he  hears  the  right. 

-So  it  is  in  many  particulars  ;  and  the  teacher's  patience 
is  taxed,  almost  beyond  endurance,  in  being  called  upon  to 
reiterate  the  correction.  But  let  him  not  despair.  The 
direction  which  has  been  given  for  the  ninety-ninth  time 
without  effect  may  accomplish  its  end  if  repeated  the 
hundredth  time.  Let  the  teacher,  then,  continue  cheer- 
fully in  his  good  efforts,  and  in  due  time  he  will  receive 
3* 


80  COMMON   SCHOOL   EDUCATION. 

IHCITEMENT  TO   PERSEVERANCE  AND   FIDELITY. 

his  reward.  Let  him  not  look  with  too  much  impatience 
for  immediate  fruits  of  his  labors.  Seed  that  has  been 
faithfully  scattered  will,  in  its  proper  time,  produce 
fruit,  and  cheer  the  heart  of  the  diligent  sower  ;  and  so 
"  he  who  goeth  forth  and  weepeth,  bearing  precious  seed, 
shall,  doubtless,  come  again  with  rejoicing,  bringing  his 
sheaves  with  him." 

Does  the  teacher  need  any  further  inducement?  "Is 
it  not  sufficiently  solemn  for  him  to  remember  that 
each  child  he  trains  is,  Providence  sparing  his  life,  to  be 
a  man; — freighted  with  imperishable  hopes,  and  a  cer- 
tificate of  eternal  existence  from  the  great  God  of  the 
universe  himself?  They  are  now  lingering  in  the  cool 
and  early  shade  on  the  edge  of  the  fteld  of  life.  They 
wait  the  teacher's  directing  care,  ere  they  go  forth  into 
the  sun  and  storm  and  battle  of  life,  and  make  a  solemn 
and  decisive  throw  in  the  game  of  destiny.  Teachers  are 
often  reminded  that  those  they  train  may  become  rich 
men,  and  senators,  and  governors.  But,  0  !  how  much 
more  thrilling  to  remember  that  each  child  educated  is 
to  stand  up  in  the  great  army  of  living  ones,  a  man,  in 
God's  image,  with  human  sympathies,  and  attachments, 
and  responsibilities  ; — that  he  is  to  love  and  be  loved,  to 
be  a  neighbor  to  somebody,  a  citizen,  a  friend,  and,  either 
to  honor  or  dishonor,  act  some  part  in  the  great  drama 
of  life!  '* 

*  W.  C.  Goldthwait. 


CHAPTER    IV. 

CANDOR     AND     TRUTHFULNESS. 

THERE  is,  in  the  community,  too  strong  a  feeling  and 
taste  for  something  marvellous  and  astonishing.  With 
many,  simple  truth  has  no  power,  no  beauty,  no  attrac- 
tion. Hence  there  is  a  disposition  to  magnify  and  embel- 
lish every  narrative  and  circumstance,  so  that  matters 
which,  as  presented  by  some,  appear  perfectly  wonderful 
and  astounding,  are,  when  divested  of  all  their  embel- 
lishment, as  much  changed  in  their  aspect  as  the  bird  of 
paradise  would  be  if  stripped  of  all  his  gay  plumage. 

With  some  it  would  seem  a  thing  well-nigh  impossible 
to  speak  the  plain,  unvarnished  truth.  They  must 
always  add  a  certain  number  of  qualifying  words  and 
phrases,  which  are,  often,  so  extravagant  as  to  mystify 
and  misdirect.  Hence  it  happens  that  miserable  quacks 
and  travelling  mountebanks  are  enabled  to  gain  a  ready 
admittance  to  the  pockets  of  those  from  whom  the  mis- 
sionary collector  or  the  virtuous  and  honest  poor  would 
find  it  an  arduous  task  to  obtain  a  few  farthings.  How 
many,  under  the  influence  of  exaggeration  and  unusual 
excitement,  will  freely  give  five  or  ten  dollars  for  the 
amusement  of  a  passing  hour,  who  would  go  mourning 
many  clays,  if  obliged  to  give  as  much  to  the  cause  of 
educate  n,  or  to  any  other  useful  and  praiseworthy  ob- 
ject !  Che  teacher  should  strive,  in  every  proper  man- 


32  COMMON    SCHOOL    EDUCATION. 

COURTEOUSNES3. UNDUE    FORWARDNESS. 

ner,  to  form  in  the  minds  of  the  young  a  just  apprecia 
tion  of,  and  regard  for,  truth,  honesty,  and  simplicity. 


COURTEOTJSNE9S. 


It  is  to  be  feared  that  the  spirit  of  courtesy  is  less 
prevalent  than  it  was  years  ago.  In  by-gone  days,  the 
traveller,  in  any  part  of  New  England,  was  always  saluted 
by  the  boys  with  the  doffing  of  the  cap,  accompanied  by 
a  civil  bow,  and  by  the  misses  with  the  more  modest, 
though  not  less  significant,  courtesy.  At  the  present 
day  such  practices  are  quite  rare.  Perhaps  the  rapid 
growth  of  our  country,  and  the  increase  of  settlements, 
have  tended  to  make  them  impracticable.  In  our  thickly- 
settled  villages  and  cities,  certainly,  the  young  are  par- 
donable for  not  fostering  the  habits  alluded  to ;  for  a 
due  observance  of  them,  in  such  places,  would  render  the 
wearing  of  caps  superfluous,  and  keep  the  body  in  a 
bending  posture  much  of  the  time.  But  it  is,  doubtless, 
true,  that  some  other  expression  of  civility  may  be 
adopted,  which  shall  be  equally  indicative  of  politeness, 
and,  at  the  same  time,  unobjectionable  in  the  particulars 
alluded  to. 

That  more  regard  should  be  manifested  by  the  young 
to  rules  of  etiquette  and  courtesy,  must  be  admitted  by 
every  observing  mind.  There  is  too  little  reverence  for 
age  and  authority,  too  slight  a  respect  to  laws  of  both 
man  and  God.  The  transition  from  boyhood  to  imag- 
ined manhood  is  altogether  too  rapid,  as  by  it  the  son  is, 
often,  placed  above  the  parent,  and  the  taught  become 
much  wiser,  in  their  own  estimation,  than  their  teach- 
ers. Boys,  in  their  undue  anxiety  to  become  men,  are 
neither  men  nor  boys,  but  form  a  new,  peculiar  race 


CANDOR    AND    TR  1THFULNES3.  S3 

EFFECT    OF    POLITENESS.  ANECDOTE. 

It  should  be  a  prominent  object  with  parents  and 
teachers  to  correct  public  sentiment  in  relation  to  these 
particulars,  and  do  all  in  their  power,  both  by  example 
and  precept,  to  promote  right  feeling  and  action  on  the 
part  of  the  young.  True  politeness  and  courtesy  will 
have  a  pleasing  and  happy  effect  upon  the  whole  life  and 
character.  They  will  form  a  passport  to  good  society,  a 
security  against  insult,  a  surety  for  good  treatment,  a 
guarantee  for  friendship  and  respect.  A  really  courteous 
boy  will  rarely  be  guilty  of  violating  any  proper  rule,  or 
of  conducting  in  an  unbecoming  manner  in  any  place  or 
at  any  time. 

Some  little  habits  of  incivility  are  of  so  frequent  occur 
rence,  that  boys  are,  sometimes,  guilty  of  their  indulgence 
without  being  aware  of  it,  as  in  the  following  instance : 
"  A  gentleman  once  sent  his  son  with  a  present  to  his 
newly-settled  minister.  On  his  return,  the  father,  very 
naturally,  asked  him  how  he  liked  the  new  pastor. 
'  0,'  said  the  lad,  *  he  is  a  beautiful  man;  he  is  so 
pleasant  and  kind  that  I  cannot  help  liking  him.  Why, 
he  invited  me  in,  took  me  into  his  study,  and  told  me  to 
look  at  his  books  while  he  wrote  you  a  note.  He  is 
really  "  first  rate;"  but,  father,  I  believe  the  poor  man 
is  as  "blind  as  a  beetle."  'Blind!  my  son;  what 
makes  you  think  he  is  blind?'  '  Why,  because,  father, 
when  I  came  away,  he  asked  me  if  I  did  not  wear  a  cap ; 
and,  if  he  had  not  been  blind,  he  might  have  known,  for 
it  was  on  my  head  all  the  time  I  was  there.'  " 

True  education  requires  the  full  development  and  free 
exercise  of  the  better  feelings  of  the  heart ;  and  the  proper 
culture  of  these  will  exhibit  their  fruits  in  outward  actions 
and  expressions  Indeed,  we  are  much  inclined  to  form 


84  COMMON   SCHOOL   EDUCATION. 


PLEASING    EFFECT   OF    POLITENESS. 


an  estimate  of  those  with  whom  we  meet  or  associate, 
from  their  mode  of  address,  and  from  external  appear- 
ances. If  they  are  coarse  and  rude  in  their  manners, 
rough  and  undignified  in  their  salutations  and  remarks, 
or  uncourteous  and  abrupt  in  their  answers,  we  are  dis- 
posed to  avoid  them,  and  regard  them  as  unkind  and 
uncompanionable.  We  do  not  expect  to  find  much  that 
is  truly  attractive  or  lovely  in  them ;  and  if  they  possess 
some  worthy  qualities,  their  first  appearance  is  so  repul- 
sive, that  we  are  hardly  prepared  to  receive  or  witness 
any  evidence  of  real  kindness  and  goodness.  Again,  we 
meet  with  those  whose  dignified  and  manly  demeanor, 
social,  cordial,  and  free  manner,  combined  with  genuine 
politeness  and  civility,  at  once  attract  and  charm  us.  In 
every  act  and  expression,  they  furnish  such  indubitable 
evidence  of  good  breeding,  and  so  kind  and  considerate  a 
regard  for  the  feelings  of  others,  that  we  view  them  as 
noble  specimens  of  a  noble  race.  We  can  hardly  imagine 
that  they  can-,  or  will,  be  guilty  of  any  wrong  or  unmanly 
act.  By  their  pleasant  and  obliging  deportment  they 
command  the  respect  and  esteem  of  all  with  whom  they 
associate,  and  exert  a  most  powerful  and  happy  influence. 
If,  then,  politeness  and  civility  will  make  us  more 
agreeable,  and  better  respected  as  companions,  and,  at  the 
same  time,  add  to  our  influence  and  happiness,  it  is  cer- 
tainly very  desirable  that  the  young  be  trained  to  observe 
them  in  all  their  actions  and  expressions.  In  giving  and 
receiving  friendly  salutations,  in  asking  and  answering 
questions,  and  in  all  communications,  the  proper  observ- 
ance of  rules  of  true  politeness  will  demand  no  sacrifice. 
One  boy  is  asked,  by  a  stranger,  the  correct  way  to  a  cer- 
tain house  or  street,  and  abruptly  says,  "  I  don't  know," 


CANDOR  AND   TRUTHFULNESS.  35 


TWO    BOYS    CONTRASTED. 


and  with  an  expression  of  manner  equivalent  to  "I 
don't  care."  Another  lad,  in  answer  to  the  same  inter- 
rogatory, says,  "  I  don't  know,  sir ;  but,  if  you  will  wait 
one  minute,  I  will  ascertain  and  tell  you ; "  and  off  he 
runs,  obtains  the  desired  information,  and  returning  with 
a  smiling  face,  he  imparts  the  same  to  the  stranger,  who 
will,  by  the  very  act  and  manner  of  the  boy,  feel  that  he 
is  not  all  a  stranger.  Who  would  not,  involuntarily,  as 
it  were,  be  disgusted  with  the  first  lad,  and  delighted 
with  the  second  ?  And  yet  who  has  not  met  with  just 
such  instances  in  the  streets,  and  even  in  stores  ?  Many 
a  merchant  has  lost  valuable  customers  through  the  un- 
courteous  and  abrupt  answers  of  clerks  or  boys  in  his 
employ.  Inasmuch,  then,  as  the  true  spirit  of  politeness 
will  exert  a  controlling  and  salutary  influence  over  the 
young,  let  the  teacher  see  that  he  does  what  he  can  to 
promote  such  a  spirit  in  himself  and  pupils.  Especially, 
let  him  endeavor,  in  all  his  intercourse  with  them,  to 
afford  an  example  which  will  be  worthy  of  imitation. 


CHAPTER    V. 

CLEARNESS    AND    INGENUITY. 

ALL  know  that  many  of  the  exercises  of  the  school- 
room are,  in  themselves,  dull  and  uninteresting.  It 
should  be  a  prominent  object  with  the  instructor  so  to 
illustrate  and  expand  each  exercise,  as  to  vivify  it  and 
make  it  both  clear  and  interesting.  He  should  not  be 
confined  to  the  stereotyped  text  of  the  book,  but  should 
endeavor,  by  his  own  language,  and  by  apt  illustrations, 
to  add  to  the  attractiveness  and  utility  of  the  passing 
recitation.  Scholars,  very  frequently,  repeat  words  and 
phrases  without  any  well-defined  idea  of  their  true  import. 
"A  gentleman  recently  took  up  an  apple,  to  show  a  niece, 
sixteen  years  of  age,  who  had  studied  geography  for 
several  years,  something  about  the  shape  and  motion  of 
the  earth.  She  looked  at  him  for  a  few  minutes,  and  said, 
with  much  earnestness,  '  Why,  uncle,  you  don't  really 
mean  to  say  that  the  earth  turns  round,  do  you  ? '  '  Cer- 
tainly ;  did  you  not  learn  that  several  years  ago  1 ' 
1  Yes,  sir,'  said  she ;  '  I  learned  it,  but  I  never  knew 
it  before.'  Now,  it  is  obvious  that  this  young  lady  had 
been  laboring  several  years  on  the  subject  of  geography, 
and  groping  in  almost  total  darkness,  because  some  kind 
friend  did  not  show  her,  at  the  outset,  by  some  familiar 
illustration,  that  the  earth  actually  turned  round." 

The  instructor  should  not  only  have  a  clear  understand- 


CLEARNESS    AND    INGENUITY.  37 


THE    NOVEL   PLANETARIUM. 


ing  himself,  but  he  should  also  be  able  to  impart  the  same 
to  his  pupils.  If  he  has  occasion  to  allude  to  the  rotun- 
dity of  the  earth,  of  its  revolution  as  causing  day  and 
night,  let  him  devise  some  simple  method  which  will 
illustrate  what  is  intended.  With  a  little  skill  and 
interest,  the  judicious  teacher  may,  and  will,  use  some 
explanation  which  will  help  enlighten  and  confirm  the 
subject  under  consideration. 

We  have,  somewhere,  seen  an  account  of  an  original 
method  adopted  by  a  schoolmaster  "  out  west  "  to  repre- 
sent a  planetarium.  He  caused  the  largest  and  laziest 
boy  in  his  school  to  take  his  stand  in  the  centre,  to  rep- 
resent the  sun ;  and  around  him,  upon  the  floor,  were 
marked  the  orbits  of  tho  different  planets.  A  small, 
rcrf-headed  boy  was  made  to  represent  Mars,  while  a 
bright-eyed  girl,  a  little  larger,  stood  for  Venus  ;  another 
boy  was  Mercury,  another  the  Earth,  &c.  &c.  ;  and 
each  was  placed  in  the  appropriate  orbit.  When  all  was 
properly  arranged,  the  master  would  give  all  the  planet 
representatives  a  start  ahead,  and  at  once  the  whole 
planetarium  was  in  motion,  and  imparting  to  the  mem- 
bers of  the  school  a  tolerably  good  idea  of  the  solar 
system, —  thus  combining  amusement  and  exercise  with 
the  study  of  an  intricate  and  difficult  science.  It  is  not 
pretended  that  this  was  the  very  best  and  clearest  illus- 
tration that  could  be  devised  ;  but  who  will  not  readily 
admit  that  it  was  much  "better  than  nothing"?  Let 
not  the  teacher,  because  he  cannot  give  the  very  best 
plan,  refrain  from  all  plans  ;  but  let  him  strive  so  to 
combine  clearness  and  simplicity  in  his  methods  of  ex- 
planation, that  everything  may  be  easily  comprehended 
by  the  minds  of  the  young.  Overwrought  and  elaborate 
4  - 


88  COMMON   SCHOOL   EDUCATION. 

INDIVIDUALITY. TEACHER   NO   COPYIST. 

illustrations  often  mystify  the  very  object  they  were  in- 
tended to  elucidate  and  simplify. 

*•      INDIVIDUALITY. 

There  is,  probably,  nothing  which  tends  so  much  to 
prevent  the  development  of  rare  excellence  in  teaching, 
as  the  habit  of  relying  too  much  upon  the  experience  of 
others,  or  of  exclusive  imitation  in  the  modes  of  teaching 
and  disciplining  a  school.  Young  teachers  are,  partic- 
ularly, tempted  to  follow  in  the  steps  of  those  who  have 
devoted  many  years  and  much  attention  to  the  business 
of  instruction.  This  is  all  well  enough,  if  the  effort  to 
imitate  others  is  not  carried  to  such  excess  as  to  destroy 
all  individuality.  Teachers — whether  of  limited  or  large 
experience — should  ever  be  ready  and  willing  to  learn. 
They  should  possess  a  teachable  spirit,  and  endeavor  to 
draw  instruction  from  all  proper  sources.  If  otherwise, 
they  will  grow  wise  only  "  in  their  own  conceit."  But, 
while  gaining  this  knowledge,  the  teacher  should  be  ex- 
tremely careful  that  he  does  not  allow  himself  to  become 
a  servile  copyist.  As  he  witnesses  a  mode  of  imparting 
instruction,  or  of  disciplining,  which  appears  to  him  per- 
fect, he  must  not  think  that  the  same  mode  will  prove 
equally  efficacious  or  satisfactory  in  his  own  hands,  or  in 
his  own  school.  Such  can  be  the  case  only  when  there 
is  a  precise  similarity  between  the  teachers,  and  a  close 
resemblance  in  the  circumstances  of  the  two  schools. 
But,  as  no  two  schools  and  no  two  teachers  exactly  resem- 
ble each  other,  so  the  precise  operation  of  an  unvarying 
plan,  or  system,  will  not  always  produce  the  same  or 
equally  gratifying  results. 

Every   pchcol   must  have   some  system,    and  every 


CLEARNESS    AND    INGENUITY.  39 


SOURCKS   OF    INFORMATION. 


teacher,  if  he  would  be  truly  successful,  must  be,  to  some 
extent,  exact  and  methodical  in  the.  execution  of  hia 
plans.  But  he  should  be  able  to  make  and  execute  hia 
own  plans,  and  adapt  them  to  ever-varying  wants  and 
circumstances.  Unless  he  can  do  so,  he  will  never 
excel ;  for  a  mere  imitator  never  surpasses  the  person 
imitated.  Yet,  while  the  teacher  may  extract  some 
information  from  a  variety  of  sources,  he  should  possess 
a  discriminating  and  inventive  mind,  that  he  may  wisely 
select,  improve,  and  adjust,  in  order  most  happily  and 
effectually  to  meet  existing  peculiarities. 

From  every  teachers'  convention  or  institute ;  from 
every  visit  to  another's  school ;  from  every  public  or 
private  discussion  of  school  matters  and  questions  ;  from 
almost  every  individual  interested  in  educational  affairs, 
—  from  all  these,  and  from  many  other  sources,  the  judi- 
cious teacher  may,  and  will,  receive  many  useful  hints. 
But  what  he  may  thus  acquire  he  must  regard  and  use 
only  as  suggestive  hints,  which  may  in  part,  or  in  modi- 
fied form,  be  incorporated  into  his  own  views  and  plans; 
for  if  he  regards  all  that  he  hears  as  infallible,  and,  in 
consequence  thereof,  attempts  an  exact  imitation,  he  may 
be  very  sure  that  disappointment  will  await  him.  He 
may  follow  so  far  as  a  similarity  of  circumstances  will 
warrant,  and  perhaps  not  much  further.  A  certain  med- 
icine, under  a  certain  form  of  administration,  and  under 
certain  circumstances  on  the  part  of  the  patient,  may 
prove  highly  beneficial,  while,  under  another  form,  and 
under  a  different  combination  of  circumstances,  it  might 
be  not  only  inefficacious,  but  positively  hurtful.  The 
truly  successful  and  efficient  teacher  will  be  ever  alive  to 
obtain  such  information  and  aid  as  will  increase  his  use- 


40  COMMON   SCHOOL   EDUCATION. 


R.    S.    HOWARD   ON    IMITATION. 


fulness ;  but,  unless  he  exhibits  some  traits  of  individu- 
ality in  the  application  of  his  knowledge,  he  will  never 
attain  a  high  degree  of  excellence.  "  Let  no  man  copy 
even  himself  too  closely  and  constantly ;  that  is,  let  him 
vary  his  plan  and  mode  of  teaching  a  little,  from  time  to 
time,  if  he  wishes  to  have  it  work  well,  and  continue  to 
interest  himself  and  his  scholars.  '  Variety  is  the  spice 
of  life ;'  and  surely  a  little  of  it  is  necessary  in  the  too 
often  monotonous  and  humdrum  business  of  teaching 
A  horse,  it  is  said,  will  travel  further  in  a  day,  over 
hill  and  valley,  than  over  a  dead-level  plain ;  and  we  all 
know  which  would  afford  the  most  interesting  and  atti'act- 
ive  ride.  So,  in  the  school-room,  a  little  variety  in  the 
'  modus  operandi '  will  contribute  greatly  to  the  interest 
of  both  teacher  and  pupils.  Therefore,  be  not  afraid  to 
deviate  a  little  from  the  beaten  track,  and,  I  repeat  it, 
imitate  no  man  servilely  ;  for  I  do  not  believe  there  is 
any  one  system  of  government  and  instruction  which  is 
absolutely  the  best  for  every  individual  teacher.  I  believe 
that  every  man's  own  system  is  the  best  for  h;m,  though 
in  forming  his  plan,  and  in  carrying  it  intc  execution, 
he  may  derive  important  assistance  from  th«  experience 
and  suggestions  of  others."  * 

*B.S.  Howard. 


CHAPTER   VI. 

x 

KINDNESS,     GENTLENESS,    AND    FORBEARANCE 

PUPTLS  are  prone  to  look  to  their  teacher  as  an  exam 
pie  and  pattern,  and  they  will  feel  safe  in  imitating  him 
If  we  except  parents,  there  is  no  individual  whose  influ- 
ence on  the  minds  of  the  young  is  so  strong  as  that  of 
the  instructor.  Acting,  as  he  does,  "in  loco  parentis,': 
he  is  often  regarded  with  an  affection  akin  to  that  felt  foi 
the  parents  themselves ;  and,  it  would  sometimes  appear, 
that  the  kind  and  amiable  teacher  exerted  a  more  perfect 
control  over  his  pupils  than  is  exercised  by  the  parent? 
themselves.  Be  this  as  it  may,  it  is  the  teacher's  duty  to 
let  his  every  word  and  act  give  evidence  that  he  possesses 
a  kind  spirit,  and  feels  a  tender  and  sincere  regard  for 
the  wants  and  feelings  of  others.  He  should  improve 
every  fit  occasion  for  inculcating  the  laws  of  kindness 
and  enforcing  the  importance  of  doing  good  to  all,  as 
opportunity  may  offer.  But,  that  his  precepts  may  not 
fall  powerless  upon  them,  he  should,  in  every  proper 
manner  and  on  every  suitable  occasion,  seek  to  do  them 
good,  and  act  the  part  of  a  true  and  devoted  friend. 
There  is  much  truth  in  the  saying,  "Like  begets  like/' 
A  kind,  pleasant,  obliging  instructor  will,  as  a  general 
thing,  find  kind,  pleasant,  and  obliging  pupils;  while  a 
morose,  stern,  and  scolding  teacher  will  always  find 
atient,  fretful,  and  troublesome  pupils. 
4* 


42  COMMON    SCHOOL    EDUCATION. 


KIND    WORDS. SPEAK    GENTLY. 


' '  Kind  words  do  not  cost  much ;  they  never  blister 
the  tongue  nor  lips,  and  we  never  heard  of  any  mental 
trouble  arising  from  this  quarter.  Though  they  do  not 
cost  much,  they  help  one's  own  good-nature.  Soft  words 
soften  our  own  souls.  Angry  words  are  fuel  to  the 
flame  of  wrath,  and  make  it  burn  fiercely.  Kind  words 
make  other  people  good-natured.  Cold  words  freeze 
people,  and  hot  words  scorch  them,  and  bitter  words 
make  them  bitter,  and  wrathful  words  make  them  wrath- 
ful. There  is  such  a  rush  of  all  other  words  in  our  days, 
that  it  seems  desirable  to  give  kind  words  a  chance  among 
them.  There  are  vain  words,  and  idle  words,  and  hasty 
words,  and  spiteful  words,  and  empty  words,  and  profane 
words,  and  warlike  words.  Kind  words  also  produce 
their  own  image  on  men's  souls,  and  a  beautiful  image  it 
is.  They  quiet  and  comfort  the  hearer.  They  shame 
him  out  of  his  sour,  morose,  unkind  feelings.  We  have 
not  yet  begun  to  use  kind  words  in  such  abundance  as 
they  ought  to  be  used."  *  Then,  teacher, 

"  Speak  gently  to  the  little  child, 

So  guileless  and  so  free, 
Who,  with  a  trustful,  loving  heart, 

Puts  confidence  in  thee. 
Speak  not  the  cold  and  careless  thoughts 

Which  time  has  taught  thee  well, 
Nor  breathe  one  word  whose  bitter  tone 

Distrust  might  seem  to  tell. 

"  If  on  that  brow  there  rests  a  cloud, 

However  light  it  be, 
Speak  loving  words,  and  let  him  feel 
He  has  a  friend  in  thee  ; 

*  Pascal 


KINDNESS,    GENTLENESS    AND    FORBEARANCE.        43 

A  80FT  ANSWER.  —  ANECDOTE   OF  A   QtTAKEK. 

And  do  not  send  him  from  thy  side, 

Till  on  his  face  shall  rest 
The  joyous  look  and  beaming  smile 

That  mark  a  happy  breast 

"  0  teach  him — this  should  be  your  aim  — 

To  cheer  the  aching  heart, 
To  strive  where  thickest  darkness  reigns 

Some  radiance  to  impart ;  ^,- 

To  spread  a  peaceful,  quiet  calm, 

Where  dwells  the  noise  of  strife  ; 
Thus  doing  good,  and  blessing  all, 

To  spend  the  whole  of  life.  ^5? 

"  Te  love,  with  pure  affection  deep, 

All  creatures,  great  and  small ; 
And  still  a  stronger  love  to  bear 

For  Him  who  made  them  all. 
Remember,  'tis  no  common  task 

That  thus  to  thee  is  given, 
To  rear  a  spirit  fit  to  be 

The  'habitant  of  heaven." 

Nothing  is  more  true  than  that  "  a  soft  answer  turneth 
away  wrath;"  and  gentleness  of  spirit  and  expression 
has  a  most  happy  influence.  The  following  case  is  quite 
illustrative  of  this  position :  A  merchant  in  London  had 
a  dispute  with  a  Quaker  respecting  the  settlement  of  an 
account.  The  merchant  was  determined  to  bring  the 
question  into  court,  a  procedure  which  the  Quaker  ear- 
nestly deprecated,  using  every  argument  in  his  power  to 
convince  the  merchant  of  his  error ;  hut  the  latter 
remained  inflexible.  Desirous  of  making  the  last  effort, 
the  Quaker  called  at  the  house  of  the  merchant,  one 
morning,  and  asked  the  servant  if  his  master  was  at 
home.  The  merchant,  hearing  the  inquiry  and  knowing 
the  voice,  called  aloud  from  the  top  of  the  stairs,  "Tell 


44  COMMON   SCHOOL   EDUCATION. 


ANECDOTE. CHEERFULNESS. 


that  rascal  I  am  not  at  home  !  "  The  Quaker,  looking 
up  towards  him,  calmly  said,  "  Well,  friend,  God  put 
thee  in  a  better  mind."  The  merchant  was  affected  by 
the  meekness  of  the  reply,  and,  after  more  deliberately 
investigating  the  matter,  he  became  convinced  that  he 
was  wrong  and  the  Quaker  right.  He  requested  to  see 
him,  and,  after  acknowledging  his  error,  he  said,  "I 
have  one  question  to  ask  you  :  How  were  you  able  with 
such  patience,  on  various  occasions,  to  bear  my  abuse  ?  " 
"  Friend,"  replied  the  Quaker,  "  I  will  tell  thee."  I 
was  naturally  as  hot  and  as  violent  as  thou  art.  I  knew 
that  to  indulge  this  temper  was  sinful,  and  I  also  found 
that  it  was  imprudent.  I  observed  that  men  in  a  pas- 
sion always  speak  very  loud,  and  hence  I  thought,  if  I 
could  control  my  voice,  I  could  restrain  my  passion.  I 
have,  therefore,  made  it  a  rule  never  to  suffer  my  voice  to 
rise  above  a  certain  key ;  and,  by  a  careful  observance  of 
this  rule,  I  have,  with  the  blessing  of  God,  entirely  mas- 
tered and  subdued  my  naturally  impetuous  temper." 
The  Quaker  reasoned  philosophically, —  and  others  may 
profit,  as  the  merchant  did,  from  his  example. 


CHEERFULNESS. 


If  the  teacher  regards  faithfully  the  precepts  already 
named,  he  will  feel  cheerful ;  and  it  is  highly  desirable,  on 
his  own  account,  as  well  as  for  his  school,  that  he  should 
thus  feel.  "  Cheerfulness  and  kindness,  like  the  sun, 
warm  and  animate ;  and  there  is  that  in  the  heart  of 
every  child  that  never  fails  to  respond  to  it.  When  a  little 
fellow  enters  school  in  the  morning,  with  his  eyes  spark- 
ling with  animation,  and  his  face  smiling  with  pleasure, 
the  teacher  should  repay  with  an  approving  smile,  and 


KINDNESS,    GENTLENESS    AND    FORBEARANCE.        45 

THE  EFFECT  OF  A  CHEERFUL  COUNTENANCE. 

then  he  will  be  happy  for  the  day.  But  if,  on  the  con 
trary,  he  is  met  with  a  frown,  a  warm  little  heart,  gush- 
ing with  tenderness,  is  chilled  and  frozen."  How  much 
do  the  cheerful  and  cordial  tones,  gentle  movements,  and 
friendly  greetings  and  aids,  of  a  father  or  mother,  a 
brother  or  sister,  do  towards  making  home  happy !  So, 
too,  how  much  may  an  instructor  do  to  make  the  school- 
room attractive,  by  wearing  a  cheerful  countenance,  by 
using  gentle  tones,  and  by  manifesting  kindly  feelings 
and  sympathies !  How  quickly  and  surely  will  the 
pupils  of  a  school  learn  to  read  in  their  teacher's  counte- 
nance, as  he  enters  the  school-room,  what  will  be  the 
nature  and  condition  of  movements  through  the  day! 
In  the  words  of  Goldsmith, 

"  Well  do  the  boding  tremblers  learn  to  trace 
The  day's  disasters  hi  his  morning  face." 

Is  it  not  true  that  teachers  are,  often,  too  stern  and  precise 
in  their  movements  ?  Some  one  has  said  of  a  teacher, 
that  he  wore  a  countenance  which  seemed  to  say,  like  the 
Old  Farmer's  Almanac,  "Look  out  for  a  storm  about 
this  time,"  and  with  more  certainty  that  the  prognosti- 
cated storm  would  come  than  attends  the  prediction  of 
the  almanac.  Now,  if  teachers  would  have  happy  and 
pleasant  schools,  they  must  be  cheerful,  ready  to  smile 
at  any  time  themselves,  and  not  unwilling  to  provoke 
laughter  in  their  pupils.  "  Gentleness  and  cheerfulness 
form  a  sort  of  sweet  atmosphere,  which  enters  into  a 
child's  soul  like  the  sunbeam  into  a  rose-bud, —  slowly, 
but  surely,  expanding  it  into  beauty  and  vigor." 


CHAPTER    VII. 

CO.MMON    SENSE     AND     KNOWLEDGE     OF    HUMAU 
NATUKE. 

ONE  may  have  at  his  command  all  the  information 
contained  within  the  covers  of  all  the  books  ever  pub- 
lished, and  yet  he  will  be,  comparatively,  a  useless  man, 
unless  he  exercises  good  sense  and  discrimination  in  the 
use  of  his  knowledge,  and,  at  the  same  time,  possesses  that 
understanding  of  human  nature  that  will  enable  him  to 
use  and  apply  his  information  at  the  right  time,  as  well 
as  in  the  best  way.  In  other  words,  he  should  know 
how,  and  when,  and  where,  he  can  most  wisely,  accepta- 
bly, and  efficiently,  impart  the  desired  instruction  or  influ- 
ence. The  teacher  must  take  things  as  he  finds  them, 
and  strive  to  improve  them ;  and  not,  as  is  too  often  the 
case,  by  looking  at  things  as  he  would  desire  to 
have  them,  so  far  separate  himself  from  the  real  as  to 
annul  his  influence  and  power  in  attempting  to  bring 
about  the  desired  state  of  affairs.  But  let  the  instructor 
look  at  affairs  as  they  are,  all  discouraging  and  objection- 
able though  they  be, —  let  him,  by  examining  into  the 
true  state  of  matters  as  they  exist,  ascertain  what  diffi- 
culties, and  obstacles,  and  prejudices  must  be  surmounted 
or  removed,  before  his  efforts  to  draw  upward  can  have  a 
full  and  direct  bearing.  After  a  little  preparatory  exam- 
ination and  labor  at  the  foundation,  he  may  ascend,  and 
draw  his  pupils  after  him.  Who  has  not  seen  men  stand- 


COMMON   SENSE.  4/ 


COMMON   SENSE  AND  INDIVIDUAL  CHARACTER. 

ing  at  a  distance,  and  vainly  striving  "with  all  their 
might  "  to  move  some  object  to  which  they  had  attached  a 
cord  ?  After  much  toiling  and  fretting  at  a  remote  point, 
a  near  approach  to  the  object  brought  to  view  some  trifling 
obstacle,  whose  removal  was  easily  effected,  and  then  the 
work,  previously  so  impossible  of  accomplishment,  wa8 
readily  performed.  So  it  is,  frequently,  with  some 
teachers ;  they  stand  so  far  from  the  work  to  be  exe- 
cuted that  they  do  not  observe  the  real  nature  and 
extent  of  the  difficulties  that  cluster  around  it,  at  its 
very  foundation.  In  taking  charge  of  a  school,  the 
instructor  should  gain  all  possible  information  in  relation 
to  the  parents  for  whom  he  is  to  labor,  and  with  whom  he 
should  have  a  most  friendly  and  cooperative  spirit.  He 
should  learn  what  he  can  of  their  habits,  their  feelings, 
their  prejudices,  and  their  opinions ;  and  then,  with  an 
enlarged  and  common-sense  view  of  matters  as  he  finds 
them,  he  should  labor  wisely  and  perseveringly  to  rectify 
errors  and  effect  a  right  feeling  and  action ;  and,  without 
manifesting  aught  of  an  impatient  spirit,  let  him  "  learn 
to  labor  and  to  wait." 

This  common-sense  view  of  things,  and  this  knowledge 
of  human  nature,  are  no  less  desirable  and  important  in 
the  treatment  and  management  of  pupils  than  in  refer- 
ence to  parents  and  guardians.  The  teacher  should  care- 
fully study  the  characters,  dispositions,  habits,  and  influ- 
ences of  different  pupils,  that  he  may  the  better  discipline 
and  instruct  them ;  otherwise,  he  may  sometimes  widely 
err.  No  two  pupils  are  precisely  alike,  and  hence  no 
precise  and  undeviating  course  of  discipline  should  be 
adopted,  but  a  constant  effort  should  be  to  have  an 
adapt edness  to  individual  circumstances  and  wants. 


48  COMMON   SCHOOL   EDUCATION. 

PERSONAL  TRAITS. GENERAL   INFORMATION. 

Hence,  the  instructor  "must  avail  himself  of  every 
means  to  find  out  all  the  faults  and  excellences,  the 
strong  and  weak  points,  of  his  pupils'  character, —  their 
temptations,  their  predilections,  their  difficult  and  easy 
processes.  In  short,  he  must  study  them  symptomatically, 
as  a  faithful  and  discriminating  physician  does  his  pa- 
tients, to  know  what  they  are,  what  they  may  become, 
and  what  ought  to  be  done  for  them."  * 


GENERAL   INFORMATION. 


The  remark  is  frequently  made,  that  teachers  are  too 
seclusive  in  their  habits,  too  exclusive  in  their  views,  and 
too  sensitive  in  their  feelings,  and  not  sufficiently  ac- 
quainted with  the  world  and  its  operations  as  existing 
around  them.  "Mr.  A.,"  it  is  said,  "would  make  a 
most  excellent  and  efficient  teacher,  if  he  would  only  min- 
gle more  with  the  people,  and  acquire  more  accurate 
knowledge  of  matters  and  things  in  general."  And  it 
must  be  confessed  that,  in  many  cases,  there  is  too  much 
of  truth  in  the  observation.  To  do  well  in  the  world, 
and  exert  the  greatest  amount  of  influence,  the  instructor 
should  possess  a  familiar  knowledge  of  general  affairs. 
He  should  know  something  of  the  business  community, 
with  its  various  devices,  tricks,  and  deceptions,  that  he 
may  impart  to  his  pupils  a  suitable  degree  of  cautious 
prudence,  to  prepare  them  properly  to  encounter  the 
temptations  and  treacherous  arts  with  which  they  will 
surely  meet  when  they  take  their  stand  on  life's  busy 
stage.  He  should  also  possess  an  acquaintance  with  the 
manners  and  customs  of  society,  and  the  rules  of  etiquette 

*  Joseph  Hal*. 


GENERAL    INFORMATION.  49 

THE   EXHAUSTING    NATURE   OF  THE   TEACHER'S  WORK. 

and  propriety,  that  his  own  deportment  and  conversa- 
tion, improved  thereby,  may  have  a  happy  effect  on  the 
minds  of  his  pupils,  and  aid  them  in  becoming  useful  and 
agreeable  members  of  the  community.  He  should  be 
familiar  with  the  various  civil,  religious,  literary,  and 
benevolent  movements  of  the  world,  that  he  may  the  bet- 
ter discharge  his  duties,  and  secure  the  higher  respect  of 
those  with  whom  and  for  whom  he  labors. 

"  But,"  say  some,  "  while  we  admit  the  truth  and 
feel  the  importance  of  what  you  say,  we  at  the  same  time 
feel  that  the  present  situation  of  the  instructor  debars 
him  from  the  attainment  of  the  information  and  privileges 
alluded  to."  This  is,  too  often,  the  case.  So  large  a 
part  of  the  teacher's  time  and  energies  is  engrossed  by 
the  peculiar  cares  and  exercises  of  the  school-room,  and 
the  nature  of  his  duties  is  such,  that  he  is  unfitted  for 
spending  the  few  leisure  hours  he  may  have,  profitably, 
by  participating  in  the  common  concerns  or  amusements 
of  the  day.  He  may,  every  morning,  resolve  upon  cer- 
tain plans  of  operation  for  the  hours  of  evening ;  but  the 
care  and  air  of  the  school-room  are  sure  so  to  prostrate 
and  exhaust  him  as  to  incapacitate  him  from  engaging 
heartily  in  anything  but  rest. 

"And,  moreover,"  say  some,  "the  vast  majority  of 
teachers  cannot  afford  to  participate,  respectably,  in  the 
social,  literary,  benevolent,  or  civil  operations  of  the  day 
If  they  are  young  men,  just  entering  the  profession,  they 
will  find  the  scanty  remuneration  they  receive  hardly 
adequate  to  supply  their  absolute  and  immediate  wants ; 
and  if  one  has  a  family  dependent  upon  his  efforts  and 
resources,  still  more  difficult  will  it  be  for  him  to  devote 
any  time  or  means  to  affairs  not  immediately  con- 
6 


50  COMMON   SCHOOL   EDUCATION. 

A  DESIRE  TO   DO    GOOD,  A  LEADING   MOTIVE. 

nected  with  the  peculiar  duties  of  his  profession."  But 
I  will  only  add  that  teachers  must  labor  patiently  in 
every  "good  way  and  work," — labor,  it  may  be,  under 
disheartening  circumstances,  but  in  the  hope  of  a  "  better 
time  coming" — a  time  which  their  well-directed  efforts 
may  hasten  on, —  a  time  which  will  honor  and  reward 
them,  and  bless  the  community. 

"  Let  us,  then,  be  up  and  doing, 

With  a  heart  for  any  fate  ; 
Still  achieving,  still  pursuing, 
Learn  to  labor  and  to  wait  " 

A   DESIRE  TO   DO    GOOD,  AND   HOPEFULNESS. 

That  instructor  who  would  be  truly  useful,  and  do 
something  to  elevate  his  chosen  profession,  must  not  labor 
solely  for  the  passing  time,  nor  for  present  popularity 
and  favor.  They  who  devote  much  of  their  attention, 
and  bestow  many  of  their  thoughts,  upon  a  preparation 
for  some  exhibition  or  ephemeral  show,  may  gain  a  tem- 
porary elevation ;  but  if  this  is  more  prominent  in  their 
minds  than  a.  desire,  strongly  felt,  and  sincerely  and 
clearly  manifested,  to  do  good,  by  striving  to  prepare 
their  pupils  "to  act  well  their  parts  in  life,"  the  eleva- 
tion thus  gained  will  only  constitute  a  height  from  which 
fall  will  be  inevitable  and  disastrous. 

If  teachers  would  gain  a  true  and  permanent  eleva- 
tion, they  must,  with  unwearied  zeal  and  diligence,  exert 
themselves  so  to  instruct  and  discipline  those  committed 
to  their  charge  that  they  will  become  exemplary  and  use- 
ful citizens  when  they  assume  their  stand  on  the  busy 
stage  of  life. 

Let  the  teacher  well  consider  the  high  and  responsible 


A    DESIRE   TO    DO    GOOD.  51 

THE    WORK   TO    BE   PERFORMED. 

nature  of  the  duties  incumbent  on  him.  The  youth, 
intrusted  to  his  care  and  training,  are  the  daily  and  hourly 
recipients  of  impressions  which  will  contribute  to  increase 
their  future  weal  or  woe.  Then,  should  he  not,  by  the 
prompt  and  faithful  discharge  of  every  duty,  strive  to 
make  only  such  impressions  as  will  prove  salutary  ?  Let 
him  not  think  too  lightly  of  the  children.  The  boys,  who 
are  now  so  thoughtlessly  playing  around  him,  amusing 
themselves  in  the  pursuit  of  evanescent  pleasures  by 
engaging,  in  the  exuberance  of  their  spirit,  in  childhood's 
merry  sports,  may,  in  a  few  brief  years,  wield  a  mighty 
influence  in  the  councils  of  our  nation.  May  they,  then, 
"in  the  days  of  their  youth,"  receive  from  parents,  and 
those  who  stand  in  "  loco  parentis,"  such  instruction  and 
such  impressions  as  will  best  fit  them  for  the  honorable 
and  useful  discharge  of  every  duty  that  they  may  be 
called  to  perform !  May  they  be  so  trained,  and  so 
influenced,  that,  whether  "the  golden  bowl  be  broken 
and  the  silver  cord  be  loosed"  when  "life's  open- 
ing buds  are  sweet,"  or  not  until  the  period  when  the 
"  grasshopper  shall  become  a  burden,"  they  may  leave 
proof  that  life's  measure  has  been  wisely  filled,  and  its 
duties  well  performed !  Then  may  teachers  and  pupils 
anticipate  a  glorious  reward  in  that  "bright  world"  to 
which  they  hope  to  go ;  the  former  deriving  never-ceasing 
pleasure  from  reflecting  upon  past  fidelity  towards  those 
intrusted  to  their  care,  and  the  latter  from  a  happy  con- 
sciousness of  having  improved  their  time,  and  profited  by 
all  the  privileges  they  had  enjoyed,  and  the  instructions 
they  had  received.  The  touching  sentiment,  so  beauti- 
fully expressed  by  the  poor  Scotch  girl,  in  one  of  Scott's 
works,  should  be  deeply  impressed  upon  the  heart  of 


52  COMMON   SCHOOL    EDUCATION. 

PLEASING   REFLECTIONS   ON    GOOD   DEEDS. 

every  teacher :  "  When  the  hour  of  trouble  comes  to  the 
mind  or  to  the  body,  or  when  the  nour  of  death  comes, 
that  comes  to  high  and  low, —  then  it  isna  what  we  hae 
dune  for  oursells,  but  what  we  hae  dune  for  others,  that  we 
think  on  maist  pleasantly."  Let  not,  then,  the  teacher 
be  unmindful  of  the  nature  and  value  of  his  work,  but, 
appreciating  the  thought  so  beautifully  expressed  by 
Bishop  Doane  in  the  following  lines,  let  him  "be  up  and 
doing,"  with  the  consciousness  that,  at  some  future  time, 
reflection  upon  his  "  labors  of  love  "  will  afford  him  the 
truest  pleasure. 

"  Chisel  in  hand  stood  a  sculptor-boy, 

With  his  marble  block  before  him, 
And  his  face  lit  up  with  a  smile  of  joy, 

As  an  angel-dream  passed  o'er  him. 
He  carved  the  dream  on  that  shapeless  stone, 

With  many  a  sharp  incision  ; 
With  heaven's  own  light  the  sculpture  shone, -- 

He  had  caught  the  angel-vision. 

"  Sculptors  of  life  are  we,  as  we  stand 

With  our  soul  uncarved  before  us, 
Waiting  the  hour  when,  at  God's  command, 

Our  life-dream  passes  o'er  us. 
If  we  carve  it  then  on  the  yielding  stone. 

With  many  a  sharp  incision, 
It*  heavenlj  beauty  shall  be  our  own  — 

Oar  live*  that  angel-vision  " 


CHAPTER    VIII. 

CORRECT  MORAL  PRINCIPLES 

IT  is  not  meant  by  this  that  the  doctrines  and  views 
of  some  particular  sect  should  be  countenanced  or  advo- 
cated. As  our  public  schools  are  composed  of  pupila 
from  all  classes  in  society,  and  from  families  of  every 
variety  and  shade  of  religious  belief,  it  must  appear  obvi- 
ous, to  every  reflecting  and  reasonable  mind,  that  instruc- 
tion, calculated  to  favor  the  peculiar  tenets  of  a  particular 
sect,  should  not  be  imparted  in  the  school-room.  But 
this  can  form  no  apology  for  all  neglect  of  religious 
instruction.  There  are  certain  views  and  principles  in 
relation  to  which  there  is  an  agreement  on  the  part  of 
the  vast  majority"  from  all  religious  societies  and  orders. 
These  are  held  in  common,  and  may  be  freely  discussed 
and  urgently  enforced  without  any  objection  on  the  score 
of  sectarianism.  Among  these  may  be  named  the  duty 
of  love  to  our  Creator,  an  affectionate  and  obedient  regard 
to  the  wishes  of  parents,  respect  for  the  aged,  and  pity 
for  the  erring  and  unfortunate  ;  the  duties  and  relations 
that  should  be  observed  between  brothers  and  sisters; 
the  kindly  nature  of  the  intercourse  which  should  exist 
between  members  of  a  school ;  obedience  to  those  in 
authority ;  and  that  broad  and  well-defined  sense  of  right 
and  wrong,  which  so  fully  and  clearly  shines  out  from 
the  divine  rule  which  teaches  us  'to  do  unto  others  as  we 
fi* 


54  COMMON   SCHOOL   EDUCATION. 


THE   BIBLE  :    ITS    PROPER   USE. 


would  have  others  do  unto  us.  The  strong  and  faithful  en- 
forcement of  this  last  would,  itself,  constitute  the  ground- 
work and  the  superstructure  of  all  the  material  which  it 
might  be  desirable  to  bring  into  the  religious  element  of 
the  school-room.  And,  I  ask,  if  any  reasonable  and 
reflecting  parent  will  or  can  object  to  the  free  perusal  of 
the  Holy  Scriptures  in  school,  or  to  judicious  and  earnest 
instruction  on  all  the  points  to  which  allusion  has  been 
made  ?  And,  if  fidelity  and  sincerity  are  manifested  in 
reference  to  these,  will  not  all  be  done  that  can  be 
desired  by  any  sect,  under  the  existing  state  of  affairs  1 
It  is  to  be  hoped  that  the  day  is  far  distant  when  an  over- 
sensitive regard  for  sectarian  views,  and  a  feeling  of  jeal- 
ousy towards  others,  will  lead  to  a  total  abandonment  of 
all  religious  and  moral  instruction  in  our  schools. 

I  have  alluded  to  the  perusal  of  the  Bible  in  school. 
I  am  not,  however,  prepared  to  assent  to  the  views  of 
those  who  advocate  the  use  of  the  sacred  volume  as  a 
drill-book  in  reading.  In  many  particulars,  it  is  true 
that  it  excels  all  other  books,  in  affording  excellent  exam- 
ples in  the  various  styles  of  expression  and  reading. 
"The  Scriptures  contain,  independently  of  a  divine  ori- 
gin, more  true  sublimity,  more  exquisite  beauty,  purer 
morality,  more  important  history,  and  finer  strains  both 
of  poetry  and  eloquence,  than  could  be  collected,  within 
the  same  compass,  from  all  other  books  that  were  ever 
composed,  in  any  age  or  in  any  idiom."  * 

It  is  not  because  the  Bible  is  not  full  of  excellent  say- 
ings, and  consoling  and  instructive  truths,  beautifully 
oppressed,  that  I  would  object  to  it  as  a  reading-book, 

*  Sir  William  Jones. 


CORRECT  MORAL  PRINCIPLES.          55 

EXEMPLARY  HABITS  AND  DEPORTMENT. 

but  on  the  ground  that  its  peculiar  origin,  and  sacred- 
ness,  and  beauty,  should  keep  it  from  being  marred  by 
the  careless  blunders  of  inexperienced  readers.  The 
Bible  should  be  used  in  every  school,  and  on  every  day, 
as  a  devotional  exercise  ;  but  it  should  be  read  only  by 
the  teacher,  and  by  such  pupils  as  are  able  to  read  with  a 
good  degree  of  fluency  and  correctness. —  and  never,  in 
public,  by  those  who  cannot  read  without  "  spelling  out" 
and  miscalling  many  of  the  words.  The  unsullied  bright- 
ness of  these  "  apples.of  gold  in  pictures  of  silver"  should 
never  be  dimmed  by  a  contact  too  rude  and  heedless. 

EXEMPLARY  HABITS  AND  DEPORTMENT. 

The  young  are  prone  to  in^tation ;  and  it  would  some-- 
times seem  that  they  more  readily  contract  those  habits 
which  are  not  peculiarly  attractive  and  lovely  than  they 
do  those  of  a  more  excellent  and  commendable  nature. 
If  instructors,  in  all  their  intercourse  and  actions,  exhibit 
a  strict  and  rigid  adherence  to  those  moral  principles 
which  should  ever  influence  the  good  and  upright,  they 
will  do  much  to  inculcate  a  love  for  the  same  in  the 
minds  of  their  pupils.  If  they  will,  by  example  and 
precept,  manifest  a  proper  abhorrence  of  every  form  of 
sin  and  error ;  if  they  will  discountenance  wrong  and 
oppression ;  if  they  will  ever  manifest  a  nice  appreciation 
of  the  rights  of  others,  and  duly  observe  the  same ;  if 
they  will,  at  all  times,  and  under  all  circumstances,  ex- 
hibit a  kind,  forbearing,  and  courteous  manner, —  they  can- 
not fail  of  exerting  a  salutary  influence  upon  those  com- 
mitted to  their  charge  and  training.  The  force  of  exam- 
ple is  all-powerful  and  pervading,  and  all  are,  more  or 


66  COMMON   SCHOOL   EDUCATION. 


INSTANCE    OF    BAD    EXAMPLE. 


less,  affected  by  influences  with  which  they  are  constantly 
brought  into  contact. 

A  distinguished  educator,  a  few  years  ago,  travelled  in 
the  western  part  of  our  country,  for  the  purpose  of  visit- 
ing various  schools.  He  called  at  one,  in  which  the 
teacher  was  seated  with  his  hat  upon  his  head,  and  a  pipe 
in  his  mouth,  attending  to  a  recitation;  and,  as  the 
smoke  rolled  from  his  mouth,  it  evidently  afforded  him 
more  gratification  than  aught  else  within  the  walls  of  the 
school-room.  Who  will  not  admit  that  this  man  was 
imparting,  in  the  most  effectual  way,  lessons  in  favor  of 
smoking  and  incivility  1  Of  what  avail  would  it  be  for 
an  instructor  to  speak  of  the  evil  and  folly  of  smoking, 
for  instance,  if  he  should  himself  continue  to  indulge  in 
the  habit  ?  His  practice  wc4Hd  cry  out,  in  thunder-tones, 
in  opposition  to  his  preaching.  How  can  a  teacher,  with 
any  hope  of  good  effect,  declaim  against  the  prevalence 
of  any  wrong  or  injurious  habit,  so  l^ng  as  he  shall, 
whether  publicly  or  more  privately,  indulge  in  the  same  7 
It  is  only  from  the  combined  and  harmonious  force  and 
operation  of  precept  and  example,  that  one  can  reasona- 
bly hope  for  favorable  results. 

The  force  of  habit  is  exceedingly  strong.  Some  one 
has  very  wisely  said  that  good  or  bad  habits  formed  in 
youth  generally  accompany  us  through  life.  If  this  is 
true  (and  who  can  doubt  it  ?),  with  what  care  and  ear- 
nestness should  »all  who  have  anything  to  do  with  the 
young  —  and  especially  teachers  —  labor  for  the  forma- 
tion of  correct  and  agreeable  habits. 

DILIGENCE. 

It  is  important  that  an  instructor  should  be  diligent, 
both  because  he  may  thereby  accomplish  much,  and 


DILIGENCE.  57 


NAPOLEON'S  PLAN.  —  DR.  ARNOLD. 


because  he  will,  in  being  so,  furnish  a  good  example  to  his 
pupils.  Let  him,  then,  every  day  and  constantly  mani- 
fest a  spirit  of  diligence  in  the  prompt  and  earnest  dis- 
charge of  all  his  duties,  and  he  will  thus  incite  in  those 
under  him  an  industrious  and  active  spirit.  It  is  not 
easy  to  over-estimate  the  amount  of  work  that  may  be 
accomplished  by  persevering  diligence.  Constant  em- 
ployment in  a  useful  way  will  do  much  to  keep  scholars 
in  a  good  state  of  discipline.  "  Napoleon  used  to  say, 
'  If  a  dog  has  a  bone  to  gnaw,  he  will  not  bite ;'  so,  when 
he  was  emperor,  he  kept  the  populace  of  Paris  quiet  by 
giving  them  something  to  do,  and  by  keeping  them  dili- 
gently employed  upon  great  public  works.  Dr.  Arnold 
adopted  a  similar  course  in  the  management  of  his  school. 
He  would  not  let  his  boys  be  idle,  lest  they  should  be 
discontented,  and  disposed  to  mischief.  He  was  ever 
devising  new  plans,  to  create  in  his  pupils,  from  time  to 
time,  fresh  interest  and  diligence  in  their  studies.  Every 
experienced  teacher  knows  there  was  much  wisdom  in 
this  course."  * 

*J. 


CHAPTER    IX. 

NEATNESS    AND     ORDER*. 

THE  instructor  should  be  a  man  whose  whole  appear- 
ance and  actions  are  characterized  by  a  special  regard  to 
neatness  and  order.  The  young  are  wonderfully,  though 
it  may  be  unconsciously,  influenced  by  the  appearance 
and  movements  of  those  under  whose  care  they  pass 
much  of  their  time.  If  an  instructor  is  guilty  of  a  want 
of  cleanliness  and  neatness  in  his  personal  appearance  or 
dress, —  if  he  is,  in  any  degree  or  in  any  respect,  slovenly 
in  his  habits,  or  regardless  of  the  rules  of  propriety  and 
order, —  his  pupils  will  be  very  ready  to  imitate  his  ex- 
ample, and  become  the  devoted  followers  of  an  unworthy 
leader.  On  the  other  hand,  if  a  teacher  is  neat,  and 
becomingly  careful,  in  relation  to  his  dress,  and  personal 
appearance  and  habits,  prudent  in  his  movements,  and 
chaste  and  dignified  in  his  deportment  and  conversation, 
he  will  exert  a  most  salutary  and  powerful  influence  over 
the  minds,  the  habits,  and  the  speech,  of  the  young  beings 
intrusted  to  his  training.  In  these,  and  in  all  other 
particulars,  pupils  will  be  very  prone  to  imitate  the 
example  of  him  who  is  placed  over  them.  It  is  well  that 
such  is  the  case  ;  and  it  is  desirable  that  the  instructor 
should,  constartly  and  strongly,  feel  that  he  teaches 
by  example,  no  less  than  by  precept.  Indeed,  he  should 
feel  that  all  his  teachings,  and  all  his  precepts,  will  prove 


NEATNESS   AND    ORD.5R.  59 

TEACHER'S  EXAMPLE.  —  ILLUSTRATIVE  STORY. 

like  "water  spilled  on  the  ground,"  unless  accompa- 
nied and  confirmed  by  a  good  example.  No  teacher  can 
reasonably  expect  his  pupils  to  excel,  or  exhibit  any 
.narked  improvement,  in  those  particulars  in  which  he  is, 
in  any  manner,  deficient. 

The  silent,  though  powerful  and  expanding,  influence 
of  example,  is  so  evident,  that  no  one  should  be  employed 
to  train  the  young  who  is  careless  in  his  habits,  or  regard- 
less of  his  personal  appearance.  "  What  the  teacher  is, 
in  these  respects,  the  pupils  will  generally  be ;  and  unless 
they  see  better  patterns  at  home,  the  standard  of  the 
teacher  will  be  theirs  also.  If  they  see  the  teacher 
addicted  to  any  habit,  they  will  think  it  manly  to  imi- 
tate him.  If  he  smokes,  they  will  be  likely  to  do  the 
same.  If  he  spits  upon  the  floor,  they  will  imitate  his 
example.  If  his  boots  are  seldom  cleaned,  theirs  will  be 
quite  as  seldom."  The  following  story  will  strongly 
illustrate  our  position.  It  was  taken  from  the  Chris- 
tian Register,  and  the  incidents  took  place  in  a  village 
where  the  teacher  was  particular  in  his  personal  appear- 
ance, and  required  his  pupils  to  regard  theirs.  "  When 
he  took  charge  of  the  school,  he  noticed  that  the  pupils, 
in  muddy  weather,  were  accustomed  to  enter  the  school- 
room, and  stamp  the  mud  upon  the  floor  ;  or  carry  it  to 
their  seats,  and  soil  the  floor  for  a  large  space  around 
them.  No  sweeping  could  clean  such  a  floor ;  and,  of 
course,  none  had  been  attempted  oftener  than  once  a  week. 
Determined  to  make  an  attempt  at  reform,  the  teacher 
obtained  a  piece  of  iron  hoop,  and,  nailing  one  end  to  the 
door,  he  fastened  the  other  to  a  walnut  stake  that  he 
drove  into  the  ground.  Every  child  was  required  to 
scrape  his  shoe^  before  he  entered  the  room ;  and  the 


60  COMMON    SCHOOL    EDUCATION. 


THE   BUG.  FLOOB   WASHED. 


consequence  was,  that  the  true  floor  became  visible 
through  the  crust  that  covered  it.  The  next  step  was, 
to  get  a  rug  for  the  entry ;  and  a  neat  farmer's  wife 
very  readily  gave  him  an  old  rug,  that  she  could  spare 
It  did  not  take  him  long  to  induce  the  habit  of  scraping 
and  wiping  the  shoes ;  and  a  lad  or  a  miss,  who  did  not  dc 
this,  was  soon  noticed  by  the  rest,  and  made  to  feel  tha% 
he  or  she  had  not  done  all  that  was  required.  Soon  afte) 
the  rug  was  introduced,  the  teacher  ventured  to  have  thv. 
whole  floor  of  the  school-room  washed, —  not  scoured,  fo< 
he  had  to  do  it  himself,  one  Saturday  afternoon, —  ant/ 
washing  was  all  he  was  competent  to  do.  When  the  schol- 
ars came,  on  Monday  morning,  it  was  evident  they  wer 
taken  by  surprise.  They  had  never  seen  the  like  before 
the  very  knots  in  the  floor  were  visible ;  and  they  gav 
several  extra  rubs  and  scrapes  before  they  ventured  ti 
set  foot  on  the  beauties  so  strangely  exposed.  This  is 
always  the  case ;  and  we  have  known  a  man  who  exer- 
cised the  muscles  of  his  under  jaw  by  chewing  tobacco, 
and  who  would  have  spirted  the  saliva,  without  compunc- 
tion, upon  the  floor  of  a  school-room,  running  round  a 
carpeted  room  like  a  crazy  man,  to  find  a  place  of  deposit 
for  his  filth.  So  true  is  it,  that  neatness  begets  neat- 
ness, and  a  nice  school-room  is  better  treated  by  the 
untidy  than  a  neglected  one.  The  teacher  thus  intro- 
duced one  thing  after  another,  taking  care  not  to  go  too 
fast ;  and,  although  he  had  no  penalty  for  a  breach  of 
the  rules  of  neatness,  he  introduced  a  public  sentiment 
which  restrained  the  pupils  more  effectually  than  the 
rod ;  and,  as  his  own  example  was  always  made  to  second 
his  rules,  the  children  found  no  hardship  or  injustice  in 
them.  Amongst  the  scholars,  was  one  little  fellow,  aboul 


NEATNESS   AND    ORDER.  61 

THE   DOOR-SCRAPER. THE   SHEEP-SKIN. 

eight  years  old,  named  Freddy  Gerrish,  who.3e  parents 
were  poor,  and  cared  but  little  for  appearances,  if  the 
children  had  bread  enough  to  eat  from  day  to  day. 
Freddy  was  the  oldest  of  five  children ;  and,  when  not 
at  school,  he  was  generally  minding  his  brothers  and 
sisters, —  as  the  Irish  term  what  we  call  tending,  or  tak- 
ing care  of  them.  One  day,  on  his  way  home  from 
school,  he  found  an  iron  hoop,  and,  ^before  night,  he  had 
a  scraper  at  the  only  door  of  the  house.  It  so  hap- 
pened, that,  when  his  father  came  home,  his  boots  were 
covered  with  bog-mud,  and.  almost  for  the  first  time  in 
his  life,  he  looked  around  for  something  to  clean  them. 
The  scraper  that  Freddy  had  placed  there  was  just  the 
thing;  and  the  littlo  fellow  was  praised  for  his  ingenuity. 
Soon  after,  a  sheep  was  killed  by  a  dog  in  a  field  near 
Mr.  Gerrish's  house,  and,  no  one  caring  for  it,  Freddy 
offered  to  bury  it,  if  he  might  have  the  skin,  which  had 
but  little  wool  on  it.  He  borrowed  a  jack-knife  of  a 
larger  boy,  and  soon  stripped  off  the  skin  from  the  body, 
and  then,  cutting  as  large  a  square  out  of  it  as  he  could, 
he  went  home,  and  proposed  to  his  mother  to  nail  it  down 
in  the  entry.  This  was  done,  to  please  Freddy ;  and  the 
baby  was  allowed  to  sit  on  it  until  father  came  horns. 
The  effect  of  Freddy's  attempt  to  reform  was  soon  felt ; 
and  his  mother  was  no  longer  heard  to  say,  as  she  often 
had  done,  '  It  is  of  no  use  to  sweep  ! '  '  Wife,'  said  Mr. 
Gerrish,  one  evening,  '  your  floor  is  whiter  than  the 
wall ,  I  must  get  some  lime,  and  white- wash  it,  for  Fred- 
dy's scraper  seems  to  have  a  tail  to  it.'  The  room  was 
shining  white  before  another  lay  was  passed ;  and,  as  the 
cooking-utensils  began  to  look  ill,  standing  round  the 
stove,  Mr.  Gerrish,  who  was  a  good  farmer,  changed 
6 


62  COMMON   SCHOOL   EDUCATION. 

THE    NEW   SHELVES. FLOOR    PAINTED. 

work  with  a  carpenter,  and  had  a  set  of  shelves  made, 
with  a  cupboard  under  them.  One  day,  after  she  had 
scoured  the  floor,  Mrs.  Gerrish  said  to  herself,  '  I  wonder 
whether  I  cannot  paint  this  floor  well  enough  for  poor 
people ;  for,  though  a  white  floor  looks  well,  it  is  easier 
to  clean  a  painted  one.'  Freddy  was  despatched  to  the 
coach-maker's,  to  ask  what  some  suitable  paint  would 
cost.  '  How  big  is  your  room  ? '  said  the  man,  who 
had  often  noticed  that  Freddy  was  never  among  the  boys 
that  were  doing  mischief.  '  Four  times  as  long  as  I  can 
reach,  one  way,  and  five  times,  the  other,'  said  Freddy. 
The  man  applied  the  rule  to  Freddy's  arms,  and  said, 
'  It  will  cost  you  half-a-dollar.'  '  Who  is  to  do  the 
painting  ? '  said  the  man.  '  Mother,  sir,  is  going  to  try, 
because  she  can't  afford  to  pay  for  the  paint  and  painting 
too;  and  she  wants  to  do  it  before  father  comes  home.' 
'  You  love  her,  don't  you?'  said  the  coach-maker.  'I 
guess  I  do,'  said  Freddy;  'and  she  loves  me,  too,  be- 
cause I  made  a  scraper  at  the  door  like  Master  Hall's,  at 
the  school.  She  says,  if  it  had  not  been  for  the  scraper, 
she  never  would  have  thought  of  the  paint :  and  we  are 
going  to  stay  in  the  bed-room,  or  out  o'  doors,  till  the 
paint  is  dry.'  'I  see  through  it,'  said  the  man:  'go 
home,  and  tell  your  mother  I  will  come  presently,  and 
paint  the  floor  for  nothing.'  The  boy  was  starting  off, 
when  the  coach-maker  recollected  that  half  the  charm 
was  to  consist  in  the  wife's  doing  the  work,  and  surpris- 
ing her  husband  with  a  floor  painted  with  her  own  hand , 
and  he  called  the  boy  back,  and  asked  him  if  his  mother 
had  any  money.  'A  little,'  said  he  ;  '  she  bought  some 
yarn  and  knit  three  pairs  of  stockings  while  the  baby  was 
nsleep,  and  sold  them.'  '  Here  is  the  paint,'  said  the 


NEATNESS   AND    ORDER.  63 

THE    BIBLE  :    HOW    FREDDY    PAID    FOR   IT. 

man ;  '  I  give  it  to  you,  my  little  fellow,  because  you 
love  your  mother.'  The  little  fellow's  eyes  glared  with 
astonishment  at  the  idea  of  possessing  so  much  paint, 
and  being  paid  for  so  easy  a  task  as  loving  his  mother  ; 
and.  as  the  big  tears  began  to  roll  down  his  cheeks,  he 
said,  'Mother  will  be  able  to  buy  the  Bible,  now.' 
'  What  Bible  ? '  said  the  coach-maker,  who  had  become 
interested  in  the  boy.  '  The  Bible  for  me  to  read  every 
night  and  morning,  as  the  master  does.'  '  I  have  some 
Bibles  to  give  away,'  said  the  man ;  'and,  if  you  will  not 
spill  the  paint,  you  may  take  one  under  your  arm.'  '  I 
declare  ! '  said  Freddy,  '  I  don't  know  what  mother  will 
say  to  all  this.  How  will  she  pay  you,  sir  ? '  '  Would 
you  like  to  do  a  little  work  for  me,  my  little  fellow  1 ' 
1 1  guess  I  should,'  said  Freddy ;  '  if  I  was  big  enough, 
I  would  work  for  you  ever  so  long.'  '  I  want  just  such  a 
scraper  at  my  door  as  you  made  your  father ;  and,  if  you 
will  make  me  one,  I  will  take  it  in  full  pay  for  the  paint 
and  the  Bible.'  '  I  can't  make  one  good  enough  for 
you,'  said  Freddy,  bashfully.  '  That  is  my  look-out,' 
said  the  man ;  '  so,  carry  home  the  paint,  and  come  when 
you  can  and  make  the  scraper.'  Freddy  went  home ; 
and,  when  his  mother  saw  him,  with  a  book  under  one 
arm,  and  both  hands  holding  on  the  paint-pot,  she  ex- 
claimed, '  Why,  Freddy,  what  have  you  done  ?  I  only 
told  you  to  ask  the  price  of  the  paint.'  '  I  know  it,'  said 
Freddy ;  '  but  the  man  made  a  trade  with  me ;  and  he  is 
to  give  me  all  these,  if  I  will  make  him  a  scraper  for  his 
door  ;  and  I  am  going  to  do  it.'  To  make  a  long  story 
short,  the  scraper  at  the  school-door  was  the  making  of 
Mr.  Gerrish  and  his  family.  The  entire  change  of  habits 
introduced  into-  their  humble  dwelling  not  only  led  to 


64  COMMON   SCHOOL   EDUCATION. 


WHAT   FREDDT    DID   WHEN    A    MAN. 


neatness  and  order,  but  to  thrift  and  comfort.  The 
scraper  was  made  for  the  coach-maker,  who  continued  to 
do  a  hundred  other  friendly  acts  for  them.  Freddy 
obtained  an  excellent  education,  and  is  an  intelligent  and 
wealthy  farmer ;  and,  when  he  built  his  new  house,  he 
carefully  placed  the  old  scraper  by  the  side  of  the  door, 
as  if  it  were  a  talisman.  Master  Hall  taught  from  dis- 
trict to  district ;  and,  being  of  a  slender  constitution,  his 
health  early  failed,  and  he  was  quietly  laid  in  the  church- 
yard of  a  country  town,  unconscious  that  the  seed  he  had 
sown  had  ever  produced  any  fruit  like  that  we  have 
described.  Freddy  could  never  discover  his  resting- 
place  ;  but  he  erected  a  cenotaph  to  his  memory,  near 
the  school-house,  which  he  also  rebuilt,  and,  once  a  year, 
he  collects  the  children  of  the  village  around  it,  and  tells 
them  the  story  of  the  scraper  at  the  old  school-door." 


SELF-CONTKOL. 


Occasions  will  sometimes  arise  in  which  it  will  require 
the  exercise  of  no  inconsiderable  degree  of  self-govern- 
ment, on  the  part  of  the  teacher,  to  refrain  from  the  use 
of  harsh  expressions  and  acts.  A  pupil  may  be  guilty 
of  gross  misconduct,  or  of  the  most  provoking  impudence, 
and  strongly  excite  the  indignant  feelings  of  a  teacher. 
Let  such  an  one  be  dealt  with  in  a  decided,  though  calm 
manner,  and  let  the  deserved  punishment  be  inflicted 
more  in  sorrow  than  in  anger,  and  it  will  be  doubly 
effective.  A  parent  may  come,  "full  of  rage,"  to  com 
plain  of  some  real  or  imaginary  wrong  done  his  child, — 
or,  more,  he  may  come  to  inflict,  or  threaten  the  infliction, 
of  personal  chastisement.  I  say  such  cases  may  hap- 
pen; and,  in  large  schools,  they  will  sometimes  happen 


SELF-CONTROL.  65 


SELF-CONTROL    IN    THE   TEACHER. 


A  boy  will  sometimes  go  home  with  a  statement  of  his 
grievances  so  much  exaggerated  and  distorted  as  to 
induce  an  over-indulgent  and  credulous  father  (who  is 
prone  to  consider  his  children  as  infallible)  without  delay 
to  seek  the  teacher,  for  "  vengeance'  sake."  Now, 
as  he  approaches  the  instructor,  "boiling  over"  with 
wrath,  and  "full  of  fight,"  it  will  tend  to  arouse  kin- 
dred feelings  in  the  mind  of  the  teacher.  But  he 
should  keep  calm,  and  not  cause  anger  to  be  increased 
by  opposing  anger.  Let  him  not  forget  that  "a  soft 
answer  turneth  away  wrath,"  and  that  "he  who  ruleth 
his  spirit  is  more  mighty  than  he  who  taketh  a  city." 
Let  him  speak  calmly  and  kindly,  giving  such  corrections 
and  explanations  as  the  case  may  demand,  and.  in  nine 
cases  out  of  ten,  the  angry  man  will  be  subdued,  and 
return  home  "sane  and  in  his  right  mind,"  a  better 
friend  to  the  teacher,  and  a  more  judicious  father  to  his 
children.  Let  the  teacher  strive  to  meet  all  such  cases 
as  these  with  a  spirit  of  kindness  and  self-control,  and  he 
will  seldom  fail  of  doing  good. 

The  teacher  should  also  endeavor  to  form,  in  his  pupils, 
that  spirit  of  calm  self-possession  which  will  enable  them, 
at  all  times  and  in  all  situations,  to  conduct  themselves 
with  true  discretion  and  manliness. 
6* 


CHAPTER   X. 

EARNESTNESS,     ENERGY,     AND     ENTHUSIASM. 

EVERY  intelligent  being  is  under  the  strongest  obliga- 
tions to  be  an  active,  faithful,  and  earnest  being.  The 
verj  object  of  his  existence  demands  that  he  should  be 
so.  Placed  in  a  world  in  which  sin,  ignorance,  and 
wretchedness  abound,  he  is,  on  every  hand,  urged  "to  do 
with  his  might  whatever  his  hands  find  to  do; "  and  noth- 
ing short  of  an  earnest  devotion  of  heart  and  hand  to 
every  good  work  can  give  one  any  reasonable  and  well- 
grounded  assurance  that  he  is  acting  life's  great  part 
"  wisely  and  well."  And  yet  it  is  sad  to  see  how  small 
the  number  of  those  who  engage  in  life's  great  work 
with  anything  like  earnestness  !  How  sad  the  thought, 
that,  with  so  many,  the  chief  desire  is  "a  little  more 
slumber,  a  little  more  folding  of  the  hands  to  sleep  "  ! 

If  one  would  be  truly  successful  or  useful  in  any  voca- 
tion, he  must  be  an  enthusiastic  and  wide-awake  man. 
But  in  no  position  is  this  so  true  as  in  relation  to  the 
business  of  teaching,  and  in  no  situation  will  a  deficiency 
in  this  respect  be  more  disastrously  felt.  A  teacher  is 
surrounded  by  young  immortals,  who  are  the  constant 
recipients  of  impressions  from  his  words,  deeds,  and  looks. 
Their  pliable  minds  may  be  easily  beautified  and  enno- 
bled, or,  more  easily,  and  almost  irremediably,  marred 
and  debased.  The  teacher  cannot  move  before  these 
tender  and  susceptible  minds  without  exerting  some  influ- 


EARNESTNESS.  ENERGY.  AND  ENTHUSIASM.    67 


ENERGY. PROF.    HADDOCK. 


ence  ;  and,  if  he  is  a  good  man,  with  a  soul  inspired  for 
his  high  calling,  he  cannot  fail  of  accomplishing  a  great 
and  glorious  work. 

"  Energy  is  omnipotent.  The  clouds  which  surround 
the  houseless  boy  of  to-day  are  dispersed,  and  he  is 
invited  to  a  palace.  It  is  the  work  of  energy.  The 
child  who  is  now  a  beggar  in  a  few  years  to  come  may 
stand  forth  the  admiration  of  angels.  Who  has  not  seen 
the  life-giving  power  of  energy  1  It  makes  the  wilder- 
ness to  blossom  as  the  rose,  whitens  the  ocean,  navigates 
our  rivers,  levels  mountains,  paves  with  iron  a  highway 
from  state  to  state,  and  sends  thought,  with  the  speed  of 
lightning,  from  one  extremity  of  the  land  to  another. 
Without  energy,  what  is  man?  — a  fool,  a  clod." 

Prof.  Haddock  thus  speaks  :  "  What  the  teacher  is  in 
his  general  character,  his  principles  of  life,  his  personal 
habits,  his  individual  objects,  his  tastes  and  amusements, 
his  whole  bearing  and  demeanor,  has  as  much  to  do  in 
forming  the  spirit  and  shaping  the  destiny  of  his  pupils 
as  his  more  direct  instructions.  There  is  a  certain  air 
about  a  man,  or,  rather,  a  certain  spirit  in  him,  which 
determines,  to  a  great  degree,  the  influence  of  his  whole 
life.  It  is  not  exactly  what  he  knows,  or  what  he  says, 
or  what  he  does,  but  a  peculiar  style  of  character  in  all 
these  respects, —  that  which  makes  him  one  and  the  same 
man,  everywhere,  and  upon  all  occasions.  If  of  the 
right  sort, —  bright,  earnest,  open,  kindly,  full  of  cheer- 
ful hopes,  and  ennobled  by  reverence  for  truth  and  love 
of  goodness, —  this  general  character  is  itself  a  school,  a 
model  for  young  ambition,  a  fountain  of  good  thoughts,  a 
silent,  insinuating,  living  stream,  nourishing  the  roots 
and  opening  the  buds  of  spring.  In  this  character  we 


68  COMMON    SCHOOL    EDUCATION. 

ENTHUSIASM  :    SOCRATES*    DREAM. 

find  the  elements  of  that  enthusiasm,  without  which 
great  things  are  never  done  by  anybody,  in  any  sphere 
of  life  —  enthusiasm  (God  in  us)  —  a  heavenly,  divine 
spirit,  moving  us  to  attempt  good  ends  by  manly  efforts, 
and,  with  an  eye  fixed  on  high  objects,  to  labor  earnestly 
and  long,  with  a  sturdy  heart  and  cheerful  face. 

"It  is  said  of  Socrates,  the  greatest  master  of  ancient 
Greece,  that  he  saw,  in  a  dream,  a  beautiful  white  swan 
flying  towards  him  from  the  altar  of  Venus,  and  lighting 
in  his  lap.  In  a  little  time,  the  bird  spread  its  wings 
again,  and,  rising  into  the  air,  went  up,  up,  till  it  disap 
peared  in  the  clear  sky.  The  next  day,  while  relating 
the  dream  to  his  pupils.  Aristo  came,  leading  to  him  his 
son  Plato.  Socrates  fixed  his  eyes  upon  the  lad,  sur- 
veyed his  broad,  high  forehead,  and  looked  into  his  deep, 
clear  eye,  and  exclaimed,  '  Behold  the  swan  of  my 
school ! '  He  trained  the  boy,  with  parental  pride  and 
parental  hopes;  and  the  swan  of  his  school  became  the 
noblest  mind  in  the  literature  of  his  country,  and  has, 
perhaps,  impressed  its  influence  more  sensibly  upon  the 
Christian  ages  than  any  other  uninspired  intellect. 
When  men  are  found  capable  of  this  enthusiastic  interest 
in  the  education  of  the  young,  their  price  is  above 
rubies." 

A  dull,  monotonous,  stereotyped  teacher,  will  have  a 
dull,  monotonous,  and  stereotyped  school ;  while  an  ear- 
nest, zealous,  and  enthusiastic  teacher  will  so  inspire  and 
animate  his  pupils  that  they  will  manifest  a  deep  and 
lively  interest  in  every  exercise  before  them.  It  is  with 
much  truth  said,  "As  is  the  teacher,  so  will  be  the 
school."  Teacher  and  pupils  will,  to  a  great  degree,  act 
and  feel  alike ;  and  the  kind,  active,  and  zealous  instructor 


EARNESTNESS,    ENERGY,   AND    ENTHUSIASM.          69 

EXTRACT    FROM    MR.    BATES '    LECTURE. 

may  gain  an  almost  unlimited  influence  over  the  minds 
and  feelings  of  his  pupils,  and  lead  them  cheerfully 
onward  and  upward  in  the  paths  of  wisdom  and  virtue ; 
while,  on  the  other  hand,  a  dull  and  lifeless  teacher  will 
drag  his  pupils  down  to  depths  of  apathy  and  listlessness, 
from  which  it  will  he  no  easy  task  to  draw  them  forth 
again. 

If  a  teacher  feels  a  deep,  lively,  and  abiding  interest 
in  the  duties  of  his  profession,  he  will  succeed  in  awak- 
ening a  corresponding  interest  on  the  part  of  his  pupils 
and  their  parents ;  and,  when  teacher,  parents,  and  pupils, 
are  all  actuated  by  a  spirit  of  earnestness,  energy,  and 
true  enthusiasm,  in  relation  to  school  duties,  we  may 
expect  progress  and  improvement  of  the  most  gratifying 
nature. 

If  the  teacher  rightly  appreciates  the  nature  and  mag- 
nitude of  his  work,  he  will  possess  a  spirit  of  true  ear- 
nestness and  enthusiasm.  Let  the  teacher  carefully 
weigh  his  duties,  that  he  may  rightly  prepare  to  perform 
them.  In  the  words  of  another,*  "  Let  him  daily  enter, 
with  fresh  preparation,  with  interest,  with  energy,  with 
the  spirit  of  love,  and  a  sound  mind,  upon  his  labors. 
Let  him,  at  all  times,  feel  that  principle  of  love,  and  that 
sincere  devotion  to  his  profession,  which  are  to  be  re- 
garded as  the  sign  and  measure  of  high  souls,  and  which, 
wisely  directed,  will  accomplish  much.  His  calling  is 
honorable,  and  his  labors  will  be  felt  and  appreciated  if 
he  is  faithful.  Let  him  not  be  satisfied  with  his  past 
success  nor  with  his  present  attainments.  Let  his  motto 
ever  be  onward  and  upward.  Let  him  also  be  impressed 

*  Joshua  Bates,  Jr. 


70  COMMON    SCHOOL    EDUCATION. 


AN    EXTRACT. 


with  the  vast  importance  of  his  office.  He  deals  with 
mind.  He  is  called  to  educate  immortal  beings.  He  is 
stamping  upon  their  souls  impressions  that  will  endure 
'  Avhen  the  sun  shall  be  blotted  out.  and  the  moon  and 
stars  shall  withdraw  their  shining.'  Should  there  be  given 
to  each  teacher  a  broad  tablet  of  polished  silver,  upon 
which  he  were  required  to  inscribe  some  sentiment,  to  be 
read  by  thousands  on  earth  and  by  angels  in  heaven,  he 
would  tremble  in  view  of  the  important  duty  ;  he  would 
desire  that  the  sentiment  might  be  truthful  and  wise,  and 
such  as  would  be  approved  above.  Now,  there  are  placed 
in  the  hands  of  every  teacher  many  tablets, —  not,  indeed, 
of  silver  and  gold,  but  tablets  that  shall  endure  when  sil- 
ver and  gold  shall  have  perished, —  the  immortal  tablets 
of  youthful  minds.  Upon  these  teachers  are  inscribing 
principles  and  sentiments,  which  thousands  of  their  fel- 
low-men will  read  with  grief  or  joy,  which  all  the  angels 
of  light  will  one  day  look  upon  with  tears,  or  behold  with 
exultations  of  joy." 


CHAPTER   XI. 

JUDGMENT    AND     PKUDBNCB. 

THE  instances  in  which  it  will  be  necessary  for  an 
instructor  to  exercise  sound  judgment  and  prudence  will 
frequently  occur.  He  will  sometimes  be  placed  in  situ- 
ations in  which  he  must  act  with  great  promptness  and 
decision.  He  will  have  no  time  to  consult  others,  and 
weigh  opinions.  He  must  judge  quickly,  and  execute 
without  delay.  Now,  in  such  cases,  it  must  be  evident 
that  a  teacher  will  sometimes  fail  of  deciding  upon  the 
best  course,  or  of  acting  in  the  most  judicious  manner. 
This  must,  of  necessity,  be  so.  But,  while  he  cannot  be 
expected  always  to  adopt  the  wisest  plan,  it  may  be 
expected  that  he  will  not  utterly  fail,  by  pursuing  a 
course  entirely  destitute  of  prudence.  If  the  discipline 
of  a  pupil  requires  his  attention,  he  should  so  manage 
that  his  purpose  may  not  be  frustrated  by  any  impru- 
dent act  or  word  of  his.  Let  him  so  view  all  circum- 
stances, that  he  may,  as  nearly  as  possible,  say  and  do 
the  right  thing  in  the  right  way,  and  at  the  right  time. 
So,  in  regard  to  lessons,  much  judgment  and  discretion 
will  be  called  for  in  deciding  upon  the  capacity  of  schol- 
ars, and  the  proper  adaptation  of  lessons  to  the  same. 
With  the  exercise  of  good  judgment  and  wise  prudence, 
a  teacher  of  ordinary  qualifications  may  accomplish 
much ;  without  them,  one  of  superior  attainments,  in 
other  particulars,  may  utterly  fail  of  success.  In  many 


72  COMMON    SCHOOL   EDUCATION. 


SYSTEM   AND    PUNCTUALITY. 


situations,  and  under  many  circumstances,  it  will  be 
necessary  for  teachers  to  be  as  "wise  as  serpents  and 
harmless  as  doves." 


SYSTEMATIC   AND    PUNCTUAL. 


Every  teacher,  who  would  reasonably  hope  for  good 
results,  must  have  method  and  system  in  the  arrange- 
ment and  execution  of  all  the  exercises  of  the  school- 
room. Wisdom  in  planning,  and  skill  in  performing,  are 
the  two  great  and  essential  elements  of  success  in  any 
undertaking,  and  emphatically  so  in  the  school-room. 
One  of  the  first  things  for  a  teacher  to  do,  on  taking 
charge  of  a  school,  is,  to  ascertain  what  studies  can  be 
most  profitably  pursued,  the  amount  of  time  that  can  be 
given  to  each  exercise,  and  the  best  time  in  the  day  for 
attention  to  particular  lessons.  After  classifying  his 
school,  he  should  decide  upon  the  precise  time  at  which 
each  lesson  shall  be  recited,  so  that  scholars  may  always 
know  when  to  be  prepared.  This  will  have  a  good  effect 
upon  the  habits  of  the  pupils,  and  be  indispensable  to  the 
good  order  and  progress  of  the  school. 

In  commencing  and  closing  school,  in  the  time  for 
recess,  in  the  hearing  of  recitations,  and  in  all  the  exercises 
of  the  school,  there  should  be  a  special  reference  to  punc- 
tuality and  promptness.  .  If  the  teacher  errs  but  a  trifle 
in  these  particulars,  the  pupils  will  be  sure  to  deviate 
more.  The  best  good  of  pupils,  at  school,  and  all  through 
subsequent  life,  will  be  greatly  promoted  by  the  forma- 
tion of  firm  habits  of  promptness  and  regularity.  Without 
them,  no  man  ever  succeeded  in  rising  to  an  exalted  posi- 
tion of  influence  and  usefulness  ;  with  them,  thoroughly 
fixed  and  observed,  it"  will  be  difficult  to  assign  limits  to 
progress  and  achievements.  Teach  the  young  to 


INDEPENDENCE.  78 


ANECDOTE   OF  THE   QPAKER. 


"  Act.  —  act  in  the  living  present, 
Heart  within,  and  God  o'erhead  !  " 

Teach  them  scrupulously  and  exactly  to  regard  everj 
engagement,  and  never  to  give  the  slightest  countenance 
to  that  miserable,  time-wasting  custom,  of  saying,  "  It  is 
eight  until  it  is  nine." 

On  a  certain  occasion,  it  was  necessary  that  ten  men 
should  meet  at  a  particular  hour,  for  consultation  on 
Borne  important  business.  Nine  of  the  number  were 
punctual  to  a  minute.  The  tenth  carne  fifteen  minutes 
after  the  time,  and  apologized  for  having  lost  so  many 
minutes.  "  Friend."  said  a  Quaker,  who  was  one  of  the 
number,  "  thee  can  do  as  thee  pleases  with  thine  own 
time,  but  thee  has  no  right  to  waste  the  time  of  others. 
In  losing  fifteen  minutes  of  thy  time,  for  which  thou  art 
accountable  to  God,  thou  hast  caused  the  same  loss  of  the 
time  of  nine  men,  to  which  thou  hadst  no  possible  claim." 


INDEPENDENCE. 


By  independence,  I  would  not  be  understood  to  mean 
that  degree  of  rashness  which  prompts  one  to  be  entirely 
regardless  of  the  feelings  and  opinions  of  others,  nor  that 
capriciousness  which  leads  one  to  find  fault  with  every- 
thing that  does  not  precisely  accord  with  his  preconceived 
notions  or  present  wishes, —  nor  yet  that  spirit  which 
induces  one  to  say  smart  and  sharp  things.  Rash  and 
censorious  men  may  have  many  very  excellent  qualities 
and  practical  views;  but  they  often  defeat  their  own 
objects  by  the  imprudence  of  their  acts,  or  harshness  of 
their  expressions.  Seeing  things  in  a  particular  light 
themselves,  they  are  too  ready  to  condemn  all  who  differ 
from  them  in  any  degree, —  hardly  admitting  that  van- 

T 


74  COMMON   SCHOOL    EDUCATION. 


THE   ILLITERATE   CLERGYMAN. 


ant  views  can  be  entertained  with  the  slightest  sincerity  01 
honesty  of  purpose.  Such  men  frequently  cause  trifling 
differences  to  increase,  and  alienate  the  best  of  friends. 
Some  men  are  in  the  habit  of  forming  their  opinions  not 
so  much  to  accord  with  the  exact  truth,  as  to  agree  with 
what  they  really  desire  to  have  true ;  and  hence  they  are 
apt  to  regard  that  as  heaven-born  truth  which  chimes  in 
with  their  peculiar  views,  though  it  may  be  heaven-Avide 
of  real  truth  or  justice. 

There  is  another  class  of  men  who  seem  to  congratu- 
late themselves  that  they  succeed  without  those  aida 
which  are  so  common  and  essential.  They  boast  of  their 
independence  of  all  human  agencies,  and,  under  pretence 
of  ascribing  their  imagined  success  to  a  higher  power, 
really  feel  that  they  are  above  all  power.  A  learned 
clergyman  was  once  thus  accosted  by  an  uneducated 
preacher:  "You,  sir,  have  been  to  college,  and  to  the 
theological  school,  I  believe."  "Yes,  sir;  I  have  been 
favored  with  their  privileges."  "  I  am  thankful,"  said 
the  illiterate  one,  "  that  the  Lord  has  opened  my  mouth 
to  speak  without  any  learning."  "A  similar  event," 
said  the  other,  "took  place  in  Balaam's  time;,  but  such 
things  are  of  rare  occurrence  at  the  present  day."  It  is 
not  for  such  independence  that  I  would  plead ;  and  such, 
it  is  to  be  hoped,  teachers  will  never  feel. 

But  by  independence  I  mean  a  firm  and  courteous 
adherence  to,  and  maintenance  o/,  certain  inalienable 
rights  and  privileges, —  a  manly  decision,  as  the  result 
of  candid  and  deliberate  examination.  We  live  and  labor 
in  an  age  of  change, — perhaps  I  may  say  a  very  notional 
age.  On  matters  pertaining  to  education  there  is,  cer- 
tain'y,  no  lack  of  variety  of  opinion.  Almost  every  man 


INDEPENDENCE.  75 


THE   MOST   IGNORANT  SOMETIMES   MOST   OPPRESSIVE. 

thinks  he  knows  all  about  teaching,  though  no  two  think 
exactly  alike.  Those  who  know  the  least  are  often  most 
ready  to  bind  grievous  burdens  upon  teachers,  and  yet 
have  no  disposition  to  lend  a  particle  of  aid  in  bearing 
the  same.  Under  such  a  state  of  affairs,  it  is  extremely 
desirable  that  the  teacher  be  truly  intelligent,  wisely 
independent,  and  courteously  decided  ;  ever  open  to  con- 
viction, and  yet  willing  to  have  others  entertain  an  hon- 
est difference  of  opinion. 


CHAPTER    XII. 

A     PROFESSIONAL     FEELING     AND     INTEREST. 

IT  has  often  been  said  that  teachers  were  too  seclusive 
and  exclusive  in  their  feelings  and  efforts.  There  has 
been  some  truth  in  this.  They  have  been  too  prone  to 
confine  their  interest  and  labors  as  teachers  to  the  school- 
room, almost  regardless  of  the  nature  of  the  views  and 
influences  that  existed  in  the  community  around  them. 
They  have  been  too  ready  to  cast  upon  members  of  other 
professions  work  that  seemed  peculiarly  to  belong  to 
themselves.  Hence  it  is,  that,  until  quite  recently,  the 
leading  men  in  public  educational  movements  have  been 
those  not  engaged  in  teaching. —  good  men  and  zealous 
men,  who  have  felt  constrained  to  act,  because  they  saw 
no  suitable  action  on  the  part  of  those  who  should  feel 
most  interested,  and  be  most  active. 

But  the  true  interest  and  highest  success  of  any  pro- 
fession will  be  best  promoted  by  an  active  and  leading 
interest  on  the  part  of  its  own  members.  "  The  true 
teacher  will  hold  himself  ready  for  every  word  and  work 
which  tends  to  bring  his  profession  into  esteem,  and  to 
place  it  in  its  proper  light  before  the  world.  He  will 
magnify  his  office  and  honor  it,  and  so  make  it  honorable. 
He  will  regard  with  indifference  nothing  which  relates  to 
his  chosen  profession.  He  will  make  it  a  point  to  keep 
himself  informed  in  relation  to  its  state  and  improve- 


PROFESSIONAL   FUELING    AND    INTEREST.  77 

TEACHERS    SHOULD    LABOR   FOR   THEIR   PROFESSION. 

inents,  both  at  home  and  abroad ;  and,  when  solicited  to 
contribute  to  the  support  of  a  publication  devoted  to  the 
interests  of  his  profession,  he  will  not  refuse,  with  cold 
indifference,  his  aid  and  influence.  Nor  will  he  disdain 
to  meet  his  brethren  in  the  teachers'  convention,  as  if  he 
were  perfect,  and  needed  no  more  light  and  no  more  zeal. 
He  will  feel  that  teachers  owe  it  to  their  profession  to 
assemble  themselves  together  often,  both  for  their  own 
individual  improvement  and  for  the  good  of  their  profes- 
sion."* 

But,  while  it  is  urged  that  teachers  should  feel  an 
esprit  de  corps,  it  is  also  recommended  that  they  should 
feel  ready,  with  cheerful  earnestness,  to  cooperate  with 
others,  in  every  suitable  manner,  and  on  every  proper 
occasion.  When  teachers  will  come  up  to  the  faithful 
performance  of  all  their  public,  as  well  as  private,  duties, 

—  when  they  will  become  truly  living  and  acting  men, 

—  the  cause  of  popular  education  will  be  less  encumbered 
with  useless  theories,  and  advance  with  a  more  healthy 
and  efficient  tone  than  it  has  hitherto  done.     Let  no  one 
stand  aloof,  and  feel  that  he  can  do  nothing,  or  that  his 
efforts  will  be  of  no  avail ;  for  every  one  can  do  something. 
They  who  have  one  talent,  no  less  than  those  who  possess 
ten,  have  duties  to  perform,  and  they  cannot  disregard 
or  slight  them  with  impunity.     May  all  teachers  adopt 
the  beautiful  language  and  sentiment  of  the  poet,  and 
say, 

"  Let  us,  then,  be  up  and  doing, 

With  a  heart  for  any  fate  ; 
Still  achieving,  still  pursuing, 
Learn  to  labor  and  to  wait !  " 

*  J.  D   Philbrick. 

7* 


78  COMMON    SCHOOL    EDUCATION. 


DIRECT  AND    PERSONAL   INTEREST. 


A    DEEP   AND   WELI^GROUNDED    INTEREST   IN    HIS   WORK. 

An  instructor  may  possess,  in  a  good  degree,  all  the 
qualifications  we  have  named,  and  yet,  if,  in  addition  to 
them,  he  does  not  feel  a  lively  interest  in  his  vocation, 
and  a  love  for  the  young,  with  a  strong  desire  to  do  them 
good,  he  cannot  be,  in  the  highest  sense,  an  acceptable, 
efficient,  and  useful  teacher.  These  last  named  are 
indispensable  in  order  that  those  previously  named  may 
exhibit  true  vitality  and  power.  One  may  possess  the 
highest  conceivable  qualifications  for  the  discharge  of  the 
duties  of  any  situation,  and  yet  accomplish  but  little, 
if  he  does  not  feel  a  deep  interest  in  his  work,  in  all  par- 
ticulars. The  clergyman  may  preach  eloquently,  but, 
unless  he  also  realizes,  in  his  inmost  soul,  the  full 
power  and  truth  of  the  gospel  preached,  and  strongly 
desires  to  promote  the  best  good  of  those  under  his 
charge,  his  labors  will  be  comparatively  powerless.  The 
lawyer  may  have  a  thorough,  clear,  and  exact  knowledge 
of  all  the  principles  of  law,  and  yet  fail  of  success,  unless 
he  can  enter  heartily  into  the  feelings  and  circumstances 
of  his  clients,  and  be  able  to  impress  a  jury  with  the  con- 
viction that  he  is  laboring  heartily  for  truth  and  justice's 
sake,  rither  than  for  mere  fees'  sake. 

So,  too,  an  instructor  may  have  an  accurate  and 
well-defined  knowledge  of  the  various  branches  to  be 
taught,  and  yet  fail  to  interest  those  committed  to  his 
care  and  training.  In  the  words  of  another,  "  No  cynic, 
no  hermit,  no  Diogenes,  no  cold,  speculating  philosopher, 
is  fit  for  a  teacher.  He  should  have  sweetness  of  dispo- 
sition, affability  of  deportment,  politeness  of  manners, 
dignity  of  person,  agreeable  colloquial  powers,  a  ready 
and  wise  adaptation  *»f  himself  to  existing  circumstances, 


DEEP    INTEREST.  79 


INCITEMENT  TO   FIDELITY. 


and  a  sincere  love  for  his  calling,  and  a  strong  desire  to 
do  good."  Teacher,  have  you  the  qualifications  named, 
and  do  you  feel  the  importance  of  your  work  1  If  so, 

"  Droop  not,  though  shame,  sin  and  anguish,  are  round  thee 
Bravely  fling  off  the  chain  that  hath  bound  thee  ! 
Look  to  yon  pure  heaven  smiling  beyond  thee  ! 

Rest  not  content  in  thy  darkness  —  a  clod  ! 
Work,  for  some  good,  be  it  ever  so  slowly  ; 
Cherish  some  flower,  be  it  ever  so  lowly  ; 
Labor  !  all  labor  is  noble  and  holy  ; 

Let  thy  great  deed  be  thy  prayer  to  thy  God." 

Strive  earnestly  and  constantly  so  to  li  v,e,  and  so  to  teach, 
that  you  may.  in  life's  maturer  years,  point,  with  a  con- 
scious satisfaction,  to  a  multitude  of  useful  and  happy 
men  and  women,  as  "  your  jewels."  Then  will  He,  who 
approved  and  blessed  your  humble  and  sincere  efforts, 
smile  upon  your  declining  years,  and.  by  affording  a 
hope  of  a  glorious  immortality,  shed  joy-giving  rays 
about  your  pathway  to  the  tomb. 

When  Daniel  Webster  last  addressed  a  vast  assemblage 
of  citizens  in  Faneuil  Hall,  he  uttered  the  following  noble 
sentiments  :  "  W0  seek  to  educate  the  people.  We  seek 
to  improve  men's  moral  and  religious  condition.  In 
short,  we  seek  to  work  upon  mind,  as  well  as  on  mat- 
ter. And,  in  working  on  mind,  it  enlarges  the  human 
intellect  and  the  human  heart.  We  know,  when  we  work 
upon  materials  immortal  and  imperishable,  that  they  will 
bear  the  impress  which  we  place  upon  them  through  end- 
less ages  to  come.  If  we  work  upon  marble,  it  will 
perish ;  if  we  work  upon  brass,  time  will  efface  it.  If 
we  rear  temples,  they  will  crumble  to  the  dust.  But,  IF 

WE    WORK    ON    MEN'S    IMMORTAL    MINDS,    IF  WE    IMBUE 


80  COMMON    SCHOOL    EDUCATION. 

WEBSTER'S  VIEWS. 

THEM  WITH  HIGH  PRINCIPLES,  WITH  THE  JUST  FEAR  Of 
GOD  AND  OF  THEIR  FELLOW-MEN,  WE  ENGRAVE  ON 
THOSE  TABLETS  SOMETHING  WHICH  NO  TIME  CAN  EF- 
FACE, BUT  WHICH  WILL  BRIGHTEN  AND  BRIGHTEN  TO 
ALL  ETERNITY." 

Well  may  teachers  apply  the  above  to  their  peculiar 
work  ;  and,  while  they  may  feel  almost  overwhelmed  by 
the  vastness  of  their  labors,  may  they  derive  encourage- 
ment from  the  important  arid  lasting  results  of  true  devo- 
tion and  fidelity  !  As  they  are  engaged  in  a  glorious 
cause,  so  will  they,  if  faithful  and  wise  unto  the  end, 
receive  a  most  glorious  reward  for  all  their  efforts. 


CHAPTER    XIII. 

MEANS     OF     SELF-IMPROVEMENT. 

No  man  should  feel  that  he  lives  for  himself  alone ; 
but  it  should  be  the  desire  and  determination  of  every 
one  so  to  live  that  the  world  may  be  the  better  through 
his  instrumentality.  For  the  use  we  make  of  the  talents 
we  possess,  whether  one.  two,  or  ten,  we  must  give  a 
strict  and  accurate  account.  And,  while  it  is  true  that 
the  obligations  of  individuals  are  great  at  all  times,  it  ia 
equally  true  that  they  are  augmented  by  every  new  rela- 
tion that  may  be  assumed.  When  a  person  makes  choice 
of  a  profession,  and  enters  upon  the  discharge  of  its 
appropriate  duties,  he  at  once  enlarges  his  sphere  of 
action,  and  increases  his  responsibilities.  He  now  owes 
no  less  to  the  community,  but  more  to  a  profession  of 
which  he  has  become  a  member.  When  one  engages  in 
the  business  of  teaching,  he  takes  upon  himself  obli- 
gations of  a  most  important  character, —  obligations 
which,  rightly  met,  will  exalt  him  in  the  scale  of  useful- 
ness, and,  in  the  end,  secure  to  him  Heaven's  blessing. 
It  is,  then,  the  duty  of  every  teacher,  to  do  what  he  can 
to  increase  his  means  of  usefulness.  He  should  con- 
stantly aim  at  a  more  faithful,  intelligent,  and  efficient 
discharge  of  the  duties  devolving  upon  him ;  ever  seeking 
to  increase  his  qualifications,  and  add  to  his  stores  of 
knowledge.  The  duties  to  be  performed  are  alike  ardu- 
ous and  important  in  their  nature,  and  the  results  of  a 


82  COMMON   SCHOOL    EDUCATION. 

THE   TEACHER   SHOULD   REGARD    HIS    HEALTH. 

wise  performance  of  them  will  be  highly  beneficial,  wide- 
spreading,  and  far-reaching.  With  as  much  brevity  aa 
may  be,  I  will  speak  of  some  of  the  more  prominent 
means  of  self-improvement. 

1.  The  preservation  of  a  sound  physical  constitu- 
tion. 

It  is  quite  desirable  that  an  instructor  should  possess 
a  sound  mind,  and  it  is  also  essential  that  he  should  have 
it  in  a  sound  body,  that  both  the  jewel  and  the  casket 
may  deserve  and  command  admiration,  and  exert  a  bene- 
ficial influence.  How,  then,  shall  a  teacher  best  secure 
a  "mens  sana  in  corpore  sano  "  ?  I  answer,  he  must 
strictly  refrain  from  all  excesses  in  the  indulgence  of  his 
appetites  and  passions,  and  faithfully  regard  the  rules  of 
temperance  in  all  things.  In  his  habits  of  eating,  sleep- 
ing, &c.,  he  should  rigidly  observe  the  rules  of  prudence 
and  regularity.  For  any  deviation  or  excessive  indul- 
gence, he  will  most  assuredly  suffer  himself,  and  cause 
his  school  to  suffer.  Whatever  he  is,  or  whatever  he 
feels,  will,  in  a  good  degree,  be  felt  by  his  pupils.  The 
bond  of  sympathy  will  exist  between  teacher  and  taught, 
and,  whenever  a  teacher  manifests  a  depression  of  spirits, 
or  a  morbid  sensitiveness,  resulting  from  some  excessive 
indulgence,  his  feelings  will  affect  them.  Hence  it  is, 
that  we  sometimes  witness  in  a  school  a  general  state  of 
restlessness  and  ennui. 

The  teacher  should  observe  the  greatest  precision  in 
his  habits  of  exercise,  and  have  a  due  regard  to  quality 
and  quantity.  In  reference  to  this  he  cannot  be  too 
particular.  The  kind  of  exercise  must  depend  upon  cir- 
cumstances. Different  constitutions  require  different 
kind?  —  nor  will  the  sime  kind  answer  equally  well  for 


MEANS    OF    SELF-IMPROVEMENT.  88 

EDUCATIONAL  WORKS    SHOULD    BE   BEAD. 

the  same  person,  at  all  times.  The  teacher  must  study 
his  feelings  in  relation  to  this.  In  all  cases,  it  should 
be  such  as  will  cause  a  desirable  degree  of  action  through- 
out the  entire  system.  It  should  not  be  so  long  in  con- 
tinuance, nor  so  violent  in  degree,  as  to  produce  undue 
•weariness.  It  should  be  taken  regularly  and  judiciously. 
It  will  not  suffice  to  take  in  one  day  a  quantity  sufficient 
for  a  week ;  but  each  day  demands  and  should  receive  its 
due  portion.  It  is  of  the  utmost  importance  that  exercise 
be  taken  in  a  spirit  of  cheerfulness ;  for  he  who  takes  it 
as  a  mere  duty,  and  regards  it  as  a  kind  of  drudgery, 
will  receive  but  little  benefit  from  it.  Let  it,  therefore, 
be  the  aim  of  the  teacher  to  take  proper  exercise  with 
cheerfulness,  to  be  temperate  and  systematic  in  all  his 
habits,  and  he  will  improve  his  health,  invigorate  his 
constitution,  animate  his  spirits,  and  increase  his  energies. 
Without  these,  all  other  efforts  for  self-improvement  will 
prove  partially  or  wholly  futile. 

2.  Reading  and  studying  works  and  periodicals  on 
education, 

From  the  experience,  and  even  from  the  theories,  of 
others,  one  may  learn  many  things ;  but  he  should  be 
very  careful  that  he  does  not  become  a  mere  servile  imi- 
tator. It  is  not  certain  that  the  successful  experience  of 
one  will  prove  equally  satisfactory  in  all  cases ;  and  much 
less  would  it  be  safe  to  place  perfect  reliance  upon  the 
mere  theories  of  others.  The  teacher,  therefore,  should 
read,  that  he  may  understand ;  and  so  understand  that  he 
may  rightly  discriminate,  and  adopt,  or  reject,  as  peculiar 
circumstances  may  demand.  He  should  aim  to  enlighten 
his  mind,  and  enlarge  his  views,  by  perusing  the  works 
of  others ;  but  he  should  use  his  acquired  knowledge  in 


COMMON    SCHOOL    EDUCATION. 


BHNEFITS    OF   READING    AND   COMPOSING. 


an  independent  manner,  striving  to  adapt  it,  as  far  as 
may  be,  to  his  own  peculiar  circumstances  or  wants.  He 
may  draw  some  valuable  thoughts,  or  hints,  from  almost 
any  work  on  instruction,  though  its  general  tone  and 
character  may  not  be  such  as  he  would  approve.  Conse- 
quently, he  should  read,  reflect,  think,  compare,  discrim- 
inate. He  must  not  read  much  at  a  time,  but  so  read 
that  he  may  thoroughly  comprehend  the  writer's  views  ; 
remembering  that  one  is  not  so  much  benefited  by  the 
number  of  pages  and  volumes  he  may  peruse,  as  by  the 
mode  of  reading,  and  the  quality  of  that  which  is  read. 
It  is  sometimes  the  case  that  a  single  page  of  an  author, 
carefully  perused  and  pondered,  will  prove  more  profita- 
ble than  an  entire  volume  of  some  other  author  read  in  a 
careless,  or  thoughtless  manner. 

3.  The  teacher  should  frequently  commit  his 
thoughts  to  paper. 

The  habit  of  writing  out  one's  views  and  thoughts  is 
a  very  important  one.  To  know  much,  or  many  things, 
without  possessing  the  ability  to  express  or  communicate 
the  same  in  a  clear  and  intelligible  manner,  is  worth  but 
little.  I  would,  therefore,  recommend  that  the  teacher 
should  make  it  a  practice  often  to  write  out  his  views  on 
some  subject,  or  write  an  account  of  what  he  may  have 
read,  with  his  own  criticisms  in  relation  to  the  same. 
In  addition  to  this,  it  will  be  -well  for  him,  occasionally, 
to  write  articles  for  some  work  on  education.  This  will 
do  him  good  ;  and  his  articles,  if  well  written,  will  do 
good  to  others,  —  thus  causing  a  two-fold  benefit.  The 
utterance  of  a  valuable  thought  or  suggestion  may 
prove  serviceable  to  a  very  limited  number,  while  the 
publication  of  the  same  may  be  productive  of  a  much 


MEAN'S    OF   SELF-IMPROVEMENT.  85 


FRIENDLY    CRITICISM    RECOMMENDED. 


more  extensive  good,  and  for  a  much  longer  period. 
Let  the  teacher  endeavor  to  write  often,  and  to  express 
his  thoughts  so  clearly  that  those  for  whom  he  writes 
may  readily  and  fully  comprehend  him. 

4.  If  possible,  let  the  teacher  often  meet  and  con- 
verse with  some  friend  or  friends,  by  whom  he  may 
be  criticized. 

Teachers,  not  unfrequently,  acquire  a  hahit  of  using 
words  and  expressions  which  are  not  what  they  should 
be.  If  these  words  and  expressions  were  pointed  out  in  a 
pleasant  way,  by  some  friendly  voice,  the  effect  would  be 
highly  favorable.  It  is  very  desirable  that  we  should,  if 
possible,  be  made  to  see  and  hear  ourselves  as  others  see 
and  hear  us ;  and  this  we  may  do,  in  a  good  degree,  by 
the  help  of  some  confiding  and  trusted  friend.  More 
than  this, —  a  free  interchange  of  opinions  and  feelings 
between  those  who  are  mutually  interested  in  each  other, 
and  in  like  vocations,  cannot  fail  of  producing  pleasing 
and  profitable  results.  The  teacher,  then,  should  en- 
deavor always  to  have  a  few  friends  to  whom  he  will  feel 
free  to  speak  in  relation  to  any  improprieties,  or  inaccu- 
racies of  manner,  habit,  pronunciation,  or  expression, — 
being  equally  ready  to  receive  promptings  or  hints  of  a 
similar  nature  in  return.  Candid  and  free  criticisms, 
given  or  received  in  a  spirit  of  friendly  candor,  will  be  of 
great  service  to  all  concerned.  "  Faithful  are  the  wounds 
of  a  friend." 

5.  Teacher ?'  Associations  and  Institutes. 

It  is  quite  desirable  that  those  who  are  engaged  in  the 
same  vocation  should  often  meet  together  for  purposes  of 
mutual  improvement.  Hence  the  formation  of  various 
educational  associations  has  tended  greatly  to  improve 


86  COMMON    SCHOOL   EDUCATION. 

TEACHERS'  ASSOCIATIONS  AND  INSTITUTES. 

and  elovate  the  professional  character  and  standing  of 
the  teacher.  But  a  mere  listless  attendance  upon  such 
meetings  can  do  but  little  good.  It  should  be  a  leading 
object  and  desire,  of  those  who  attend,  to  impart  some 
valuable  thoughts  and  suggestions  to  others,  while  they 
are  themselves  the  recipients  of  useful  hints  and  ideas 
from  others.  No  one,  who  possesses  the  heart  and  spirit 
of  a  true  teacher,  can  attend  any  teachers'  meeting,  or 
teachers'  institute,  without  gaining  many  valuable  thoughts 
and  views.  The  experience  of  others  may  enlighten, 
confirm,  encourage,  or  stimulate  him ;  and  the  theories 
of  others  may  prove  variously  beneficial.  Moreover,  the 
opportunities  which  such  meetings  afford  for  the  cultiva- 
tion of  the  friendly  and  social  feelings,  and  for  the  pro- 
motion of  a  true  professional  spirit,  are  of  no  inconsider- 
able importance.  It  is  alike  pleasant  and  profitable,  for 
those  of  a  common  pursuit  and  a  common  interest,  often 
to  meet  and  "hold  sweet  counsel  together."  They  will 
return  to  their  appropriate  positions  of  labor  with  fresh 
courage,  new  impulses,  clearer  views,  and  more  definite 
aims  and  designs.  "  As  iron  sharpeneth  iron,  so  a  man 
sharpeneth  the  countenance  of  his  friend." 

But,  while  at  such  meetings  we  may  listen  with  interest 
to  the  various  experiences  which  may  be  related,  we  must 
listen  with  cautious  prudence,  for  experiences  often  help 
also  to  prove  widely  different  results.  One  man  may  speak 
of  Certain  difficulties  which  he  has  encountered  and  over- 
come by  certain  processes,  while  another  has  done  the  same 
by  very  different  means.  One  will  tell  how  completely 
and  admirably  he  has  subdued  and  controlled  turbulence 
by  continued  kindness:  and  another  may  cite  similar 
cases  in  his  own  experience,  and  affirm  that,  after 


MEANS   OF   SELF-IMPROVEMENT.  87 

PLANS  OF  OTHERS  ADOPTED  WITH  CAUTION. 

kindness  had  proved  entirely  ineffectual,  the  adminis- 
tration of  severe  punishment  had  effected  the  most  de- 
sirable and  pleasing  results.  Now,  which  shall  the 
young  and  inexperienced  teacher  regard  as  the  course 
to  pursue  ?  In  reply,  I  would  say,  follow  neither, 
exclusively.  With  some  pupils,  and  under  some  circum- 
stances, one  course  may  be  preferable,  while  a  change  of 
circumstances  would  render  it  far  otherwise.  Therefore, 
I  would  not  only  urge  that  one  should  listen  with  inte- 
rest to  all  that  may  be  said,  but,  also,  that  he  should 
adopt  with  discrimination  and  caution;  and  that  he  should 
never  attempt  to  apply  to  practice  what  he  may  hear, 
only  so  far  as  a  similarity  in  circumstances  will  warrant 
such  application.  In  drawing  from  the  experience  and 
wisdom  of  others,  he  must  not  divest  himself  of  all 
individuality,  and  become  a  mere  passive  recipient,  or  a 
willing  tool.  His  own  views  and  plans  may  be  mod- 
ified by  the  views  and  plans  of  those  who  are  older,  but 
he  must  never  adopt,  as  a  whole,  the  modes  of  such, 
unless  he  is  convinced  that  there  is  a  very  exact  resem- 
blance, not  only  on  the  part  of  himself  and  his  prototype, 
but,  also,  of  the  two  schools  under  consideration. 

But  I  would  urge,  as  another  means  of  professional 
Advancement,  that  teachers  in  the  same  town  or  city 
cultivate  each  other's  acquaintance,  and  hold  occasional 
meetings  for  the  discussion  of  subjects  of  a  common  inte- 
rest. Such  meetings  will  do  much  towards  promoting 
that  sympathy  and  kindly  feeling,  which  should  exist 
between  members  of  the  same  profession,  and  will  also 
afford  opportunities  for  imparting  and  receiving  instruc- 
tion. If  any  class  of  men  should  be  united,  as  in  a  tom- 
oaon  brotherhood,  surely  teachers  should  be  so.  Let 


88  COMMON.  SCHOOL   EDUCATION. 

TEACHEKS   SHOULD   VISIT  SCHOOLS   OF   OTHERS. 

each  one,  then,  feel  that  by  every  valuable  hint  he  may 
impart  to  others,  as  well  as  by  every  aid  he  may  receive 
from  others,  he  will  be  doing  something  to  raise  him- 
self and  his  profession  in  the  scale  of  usefulness  and 
honor.  Let  all  labor,  singly  and  unitedly,  to  remove 
obstacles,  dispel  prejudices,  enlighten  the  community, 
and  cause  the  profession  to  take  and  sustain  an  elevation 
to  which  its  true  importance  entitles  it ;  and  then  the 
extent  of  its  influence  will  be  unbounded,  the  amount  of 
its  usefulness  unsurpassed,  and,  perhaps,  unequalled.  A 
share  of  the  work  belongs  to  each ;  the  blessing's,  result- 
ing therefrom,  to  the  world. 

6.  Visiting  the  schools  of  others,  and  witnessing 
their  modes  of  teaching-  and  disciplining'. 

The  benefits  derived  by  a  teacher,  from  occasional 
visits  to  the  schools  of  others,  are  neither  few  nor  trivial. 
No  two  teachers  are  precisely  alike  in  their  modes  of 
discipline  or  methods  of  instruction  ;  nor  is  it  desirable 
that  they  should  be  so.  While  in  all  some  excellences 
may  be  found,  we  can  hardly  expect  to  find  in  any 
one,  that  rare  combination  of  them  which  will  entitle 
him  to  the  epithet  of  perfect.  To  visit  the  schools  of 
others  with  profit,  one  should  possess  a  candid  and  teach- 
able spirit.  He  must  not  feel  that  he  has  already 
attained  the  mark  of  perfection,  but  that,  with  all  the  aids 
at  his  command,  he  can  only  hope  for  a  nearer  approx- 
imation to  it.  Conscious,  though  he  may  be,  that  he  pos- 
sesses many  qualities  of  importance  to  an  instructor,  he 
must,  at  the  same  time,  readily  admit  that  others  may 
have  the  same,  and,  perhaps,  some  that  he  does  not 
possess.  However  skilful  and  successful  a  teacher  n  ay 
be,  it  will  rarely  happen  that  he  ean  find  a  school  in 


MEANS   OF   SELF-IMPROVEMENT.  89 


BENEFIT   OF    VISITINO    SCHOOLS. 


which  he  can  spend  a  half-day  without  profit.  If  he 
shall  see  nothing  worthy  of  close  imitation,  he  may  wit- 
ness exercises  which  will  abound  in  suggestive  hints. 
He  may,  even,  as  a  spectator,  observe  errors  in  a  new  and 
peculiar  light,  which  have  existed  in  his  own  school,  as 
it  were  unnoticed,  for  a  long  period ;  so  true  is  it  that 
the  same  thing  may  make  a  different  impression  when 
surrounded  by  a  different  combination  of  circumstances, 
or  viewed  from  a  new  position.  Faults  may  exist,  and 
do  exist,  in  most  schools,  which  have  been  formed  so 
gradually  and  imperceptibly  that  their  existence  is  hardly 
known.  A  visit  to  another  school,  in  which  the  same 
fault  may  prevail,  and  in  no  greater  degree,  will  present  an 
aspect  entirely  new,  and  lead  the  visitor  to  a  more  watch- 
ful supervision  over  his  own  flock.  But,  in  order  that 
these  visits  may  result  in  good,  they  should  be  made  and 
received  in  the  spirit  of  perfect  kindness  and  frankness. 
If  a  brother  teacher  calls  at  my  school  in  order  to  benefit 
himself,  he  will  wish  to  have  me  pursue  my  own  course, 
and  allow  him  to  be  present  merely  as  a  spectator,  that, 
if  possible,  he  may  profit  from  any  merits  I  may  possess, 
or  be  made  more  self-watchful  and  careful  by  witnessing 
my  errors.  If  he  is  a  benevolent  man,  and  wishes  to  do 
good  as  well  as  to  receive  good,  he  will,  in  a  kindly  way, 
allude  to  any  defects  he  may  notice,  and  make  any  sug- 
gestions which  he  may  think  for  my  good.  In  this  way. 
each  may  confer  and  receive  benefit. 

7.  By  gaining  a  knowledge  of  the  various  import 
ant  improvements  and  changes  in  the  community. 

The  truly  successful  and  acceptable  teacher  should 
possess  much  and  varied  knowledge.     His  views  on  all 
subjects  of  interest  should  be  so  matured  and  so  distinct 
8* 


90  COMMON    SCHOOL    EDUCATION. 


GENERAL   KNOWLEDGE. 


that  he  may  readily  impart  information  to  others.  He 
should,  therefore,  constantly  strive  to  acquire  a  thorough 
and  definite  understanding  of  the  general  operations  in 
relation  to  the  several  departments  of  society.  He  should 
study  to  gain  information  concerning  the  civil,  religious, 
and  literary  condition  of  the  various  countries  of  the 
world.  The  many  improvements  in  the  arts  and  sciences, 
the  progress  of  manufactures,  the  state  of  agriculture, 
the  interests  and  condition  of  the  commercial  world, 
should  be  so  familiar  to  him  that  he  may  easily  and 
clearly  impart  information  of  them  to  others.  In  fine, 
the  teacher,  who  would  look  for  a  high  degree  of  success, 
must  improve  himself  by  storing  his  mind  with  a  variety 
of  knowledge  on  all  subjects  of  a  general  interest.  The 
acquisition  of  this  knowledge  will  prove  highly  beneficial 
to  him.  while  its  possession  will  add  much  to  his  useful- 
ness and  influence. 

I  have  thus,  very  briefly,  alluded  to  some  of  the  ways 
in  which  a  teacher  may  enlighten  himself,  and  become 
qualified  for  extensive  usefulness  as  an  instructor  of  the 
young.  The  work  before  him  is  an  arduous  and  highly 
responsible  one,  but  in  the  faithful  and  judicious  per- 
formance of  it  he  will  find  many  pleasant  rewards.  Let 
it,  then,  be  his  earnest  desire  and  constant  aim  to  im- 
prove himself,  that  he  may  be  the  instrument  of  improve- 
ment to  others.  Let  him  labor  diligently, —  labor  heart- 
ily,—  labor  wisely, —  labor  hopefully, —  and  his  efforts 
will  be  owned  and  blessed  by  the  .Great  Teacher,  to  whom 
he  should  unceasingly  look  for  the  aid  and  guidance  so 
much  needed,  and  which  He  alone  can  grant. 

A  beautiful  and  impressive  custom  is  said  to  prevail 
among  the  SwLs  herdsmen  in  the  Alpine  districts  "As 


MEANS    OF    SELF-IMPROVEMENT.  91 


BEAUTIFUL   SWISS   CUSTOM. 


soon  as  the  sun  has  disappeared  in  the  valleys,  and  his 
last  rays  are  just  glimmering  on  the  summits  of  the 
mountains,  the  herdsman  who  dwells  upon  the  loftiest 
peak  takes  his  horn  and  trumpets  forth,  '  Ruft  durch 
Diess  Sprachrohr!  ' — 'Praise  God,  the  Lord!'  All 
the  herdsmen  in  the  neighborhood,  on  hearing  this,  come 
out  of  their  huts,  take  their  horns,  and  repeat  the  words. 
This  often  continues  for  a  quarter  of  an  hour,  and  the 
name  of  God  and  praise  to  his  name  are  echoed  and 
reechoed  among  the  mountains  and  through  the  valleys. 
A  profound  and  solemn  silence  follows ;  every  individual 
offers  his  secret  prayers  on  bended  knees  and  with  uncov- 
ered head.  By  this  time  it  is  quite  dark.  '  Good- 
night ! '  trumpets  forth  the  herdsman  of  the  loftiest  sum- 
mit ;  —  '  Good-night ! '  is  repeated  on  all  the  mountains, 
from  horns  of  the  herdsmen  and  clif&  of  the  rocks, — 
after  which,  each  one  lays  himself  down  to  sleep." 

And  may  we  not  hope  for  the  time  when  teachers, 
possessed  of  a  high  degree  of  preparation,  will,  by  their 
fidelity  and  well-directed  labors,  cause  the  name  of  God 
to  be  praised  in  the  virtue,  morality  and  intelligence, 
which  will  be  generally  diffused  by  their  instrumental- 
ity ?  Then  may  they  hope  for  a  sweet  retirement  to  that 
repose  and  reward  which  await  the  faithful  and  devoted 
steward. 

In  an  address  to  a  convention  of  teachers,  many  years 
ago,  Pres.  Way  land  thus  spoke  of  the  teacher's  profes- 
sion: "  What  though  it  do  not  confer  wealth?  it  confers 
a  higher  boon  —  the  privilege  of  being  useful.  What 
though  it  lead  not  to  the  falsely -named  heights  of  politi- 
cal eminence  ?  it  leads  to  what  is  far  better, —  the  sources 
of  real  power.  —  for  it  renders  intellectual  ability  neoes- 


92  COMMON   SCHOOL   EDUCATION. 


EXTRACT  FROM  PRE9.  WAYLAND. 


sary  to  success.  I  do  verily  believe  that  nothing  sc 
cultivates  the  powers  of  a  man's  own  mind  as  thorough, 
generous,  liberal,  and  indefatigable  teaching.  But  the 
profession  of  the  teacher  has  rewards, —  rich  rewards, 
peculiar  to  itself.  What  can  be  more  delightful,  to  a 
philanthropic  mind,  than  to  behold  intellectual  power 
increased  a  hundred-fold  by  our  exertions,  talent  devel- 
oped by  our  assiduity,  passions  eradicated  by  our  counsel, 
and  a  multitude  of  men  pouring  abroad  over  society  the 
lustre  of  a  virtuous  example,  and  becoming  meet  to  be 
inheritors  with  the  saints  in  light, —  and  all  in  conse- 
quence of  the  direction  which  we,  as  teachers,  have  given 
to  them  in  youth  ?  What  profession  has  or  can  have 
higher  rewards'?" 


CHAPTER    XIV. 

TEACHING. 

AN  instructor  may  possess  every  desired  literary  and 
personal  qualification,  and  yet  fail  of  producing  favorable 
results,  unless  he  wisely  comprehends  the  nature  of 
teaching.  It  is  often  the  case  that  the  teacher  performs 
too  much  of  the  work  that  should  be  performed  by  his 
pupils.  It  is  sometimes  much  easier  for  him  to  do  it 
than  it  is  to  cause  them  to  do  it.  But  this  does  not 
answer  the  design  of  education  —  it  is  not  teaching.  It 
is  for  the  best  good  of  the  pupils  that  they  be  induced  to 
lepend,  mainly,  upon  their  own  efforts  and  resources; 
and  it  should  be  a  prominent  object  of  the  instructor  to 
train  and  discipline  them  to  habits  of  self-reliance  and 
patient  thought.  In  other  words,  .he  should  strive 
to  teach  them  to  learn.  He  must  render  some  aid; 
but  the  greater  danger  is  in  the  excess,  and  not  in  the 
deficiency.  It  is  usually  the  case  that  one  extreme  fol- 
lows another.  This  is  true  in  all  departments.  It  is 
frequently  so  in  educational  matters.  In  past  years, 
teachers  have  sometimes  left  their  pupils  too  much  to  the 
words  and  rules  of  the  text-book.  They  have  explained 
but  little,  and  have  not  often  deviated  from  the  words  of 
the  book.  This  was  considered  an  error;  and  in  the 
attempt  to  produce  a  change,  some  over-reached  the  proper 
bounds,  and  went  much  too  far.  Oral  teaching,  with 
such,  became  the  only  true  method  of  instruction,  and 


94  COMMON    SCHOOL    EDUCATION. 


THE  TRUE  OBJECT  OF  TEACHING. 


text-books  were  regarded  as  superfluous  articles,  if  not  as 
positive  evils.  The  teacher  was  to  utter  words  of  knowU 
edge,  and  the  pupils  were  to  receive  them ;  arid  those 
who  could  not  teach  without  books  were  no  longer  quali- 
fied for  their  situations.  But  we  have  reason  to  rejoice 
that,  while  this  exclusive  feeling  for  oral  instruction  has 
gained  but  little  ground  in  the  community,  teachers  have 
been  induced  to  give  more  attention  to  the  general  sub- 
ject. Of  course,  we  do  not  object  to  a  degree  of  oral 
instruction.  Every  good  and  successful  teacher  will 
make  use  of  it,  but  he  will  use  it  cautiously.  The  con- 
stant and  excessive  practice  of  simplifying  and  diluting 
every  exercise  that  comes  before  a  class,  or  encumbering 
it  with  wordy  explanations,  only  tends  to  make  puny  and 
inefficient  scholars.  The  true  business  of  the  educator 
is  to  " draw  out"  and  expand  the  mental  faculties  of  his 
pupils,  and  thus  superinduce  vigor  of  thought  and  origi- 
inality  of  action ;  not  to  think  and  act  for  them,  but  to 
cause  them  to  think  and  act  for  themselves.  But  we 
raight  almost  infer  that  many  regard  the  mind  of  a  child 
as  a  sort  of  passive  recipient,  into  which  knowledge 
may  be  poured,  both  ad  libitum  et  ad  infinitum.  Un- 
fortunately, however,  such  knowledge  is  inclined  to  run 
out,  and  the  oft-repeated  filling  of  the  receptacle  only 
makes  it  the  more  certain  that  the  operation  will  require 
repetition. 

If  I  mistake  not,  the  correct  course  is,  to  induce 
pupils  to  study  their  lessons  until  they  shall  not  only 
commit  the  substance  to  memory,  but,  in  a  good  decree, 
comprehend  the  principles  contained  therein,  and  their 
general  application.  The  teacher's  skill  should  be  exer- 
cised in  expanding  and  extending  the  subject,  in  order  to 


TEACHING.  95 


PUPIL  SHOULD  RELY  UPON  HIMSELF. 


test  the  understanding  of  the  pupils,  and,  at  the  same 
time,  more  clearly  to  elucidate  and  confirm  the  same. 
This  may  very  properly  be  done  by  oral  instruction.  It 
should,  however,  be  imparted  in  such  a  manner  as  to 
elicit  the  views  of  the  pupils,  and  awaken  thought  and 
mental  action.  Otherwise,  a  lesson  may  be  explained  to 
a  class,  and,  at  the  time,  made  apparently  plain,  and  yet, 
if  the  several  members  have  not,  in  a  great  measure,  dis- 
covered the  facts  and  principles  by  their  own  patient 
application,  they  will  soon  forget  what  has  been  rendered 
so  simple  by  extraneous  aid.  There  is  nothing  which 
demands  so  much  skill,  judgment,  and  prudence,  in  the 
teacher,  as  the  proper  mode  and  extent  of  rendering 
assistance  to  his  pupils.  He  must  not  only  know  how 
and  when  to  give,  but,  also,  how  and  when  not  to 
give,  and  still  inspire  a  cheerful  spirit  of  perseverance  on 
the  part  of  the  young  aspirant  after  knowledge.  In 
reality,  the  mind  should  be  so  cultivated  that  it  may  pro- 
duce, as  well  as  receive;  for,  however  much  it  may 
receive,  it  can  accomplish  but  little  real  good  in  the  com- 
munity, unless  it  possesses  the  power  of  producing.  One 
has  very  truly  said,  "It  is  not  that  which  is  done  for  a 
pupil  that  is  most  valuable  to  him  and  others,  but  that 
which  he  is  led  to  do  for  himself." 

The  longer  pupils  can  be  induced  to  study  and  think, 
in  the  investigation  of  a  truth  or  principle,  the  more  val 
uable  will  it  be  to  them  when  attained,  and  their  minds 
will  be  the  better  prepared  to  grasp  and  comprehend 
other  and  future  difficulties. 

The  true  nature  and  design  of  education  are  thus  beau- 
tifully and  forcibly  expressed  by  the  lamented  Channing, 
and  they  should  never  be  lest  sight  of  by  the  teacher  : 


96  COMMON   SCHOOL   EDUCATION. 

DR.   CHANNINO'S   VIEWS. 

"  To  educate  a  man,  is  to  unfold  his  faculties — to  give 
him  the  free  and  full  use  of  his  powers,  and  especially  of 
his  best  powers.  It  is,  first,  to  train  the  intellect,  to  give 
him  a  love  of  truth,  and  to  instruct  him  in  the  processes 
by  which  it  may  be  acquired.  It  is  to  train  him  to 
soundness  of  judgment,  to  teach  him  to  weigh  evidence, 
and  to  guard  him  against  the  common  sources  of  error. 
It  is  to  give  him  a  thirst  for  knowledge,  which  will  keep 
his  faculties  in  action  throughout  life.  It  is  to  aid  him 
in  the  study  of  the  outward  world,  to  initiate  him  into 
the  physical  sciences,  so  that  he  will  understand  the  prin- 
ciples of  his  trade  or  profession,  and  will  be  able  to  com- 
prehend the  phenomena  that  are  continually  passing 
before  his  eyes.  It  is  to  make  him  acquainted  with  his 
own  nature,  to  give  him  that  most  important  means  of 
improvement,  self-comprehension. 

"  In  the  next  place,  to  educate  a  man  is  to  train  the 
conscience,  to  give  him  a  quick,  keen  discernment  of  the 
right,  to  teach  him  duty  in  its  great  principles  and 
minute  applications,  to  establish  in  him  immovable  prin- 
ciples of  action.  It  is  to  show  his  true  position  in  the 
world,  his  true  relation  to  God  and  his  fellow-beings,  and 
immutable  obligations  laid  on  him  by  these.  It  is  to 
inspire  him  with  the  idea  of  perfection,  to  give  him  a 
high  moral  aim,  and  to  show  how  this  may  be  maintained 
in  the  commonest  toils,  and  how  everything  may  be 
made  to  contribute  to  its  accomplishment. 

"Further,  to  educate  a  man,  in  this  country,  is  to 
train  him  to  be  a  good  citizen,  to  establish  him  in  the 
principles  of  political  science,  to  make  him  acquainted 
with  our  history,  government,  and  laws;  to  teach  him 
our  great  interests  as  a  nation,  and  the  policy  by  which 


TEACHING. 


PUPIL  SHOULD   AIM   TO   DO   WELL. 


they  are  to  be  advanced ;  and  to  impress  him  deeply 
with  his  responsibilities  in  this  great  trust  —  his  obliga- 
tions to  disinterested  patriotism  as  the  citizen  of  a  free 
state. 

' '  Again ;  to  educate  a  man  is  to  cultivate  his  imagin- 
ation and  taste,  to  awaken  his  sensibility  to  the  beautiful 
in  nature  and  art,  to  give  him  the  capacity  of  enjoying 
the  writings  of  men  of  genius,  and  to  prepare  him  for  the 
innocent  and  refined  pleasures  of  literature. 

"  I  will  only  add,  that  to  educate  a  man  is  to  cultivate 
his  power  of  expression,  so  that  he  can  bring  out  his 
thoughts  with  clearness  and  strength,  and  exert  a  moral 
influence  over  his  fellow-creatures.  This  is  essential  to 
true  enjoyment  and  improvement  of  social  life." 

Again ;  the  teacher  should  strive  to  incite  in  his  pupils 
a  desire  to  do  well,  rather  than  much,  remembering  that 
a  little,  well  done,  is  far  preferable  to  much  that  is  but 
half  done.  He  should  urge  them  to  thoroughness  in  all 
that  they  do ;  and,  to  this  end,  the  exercise  of  the  passing 
hour,  whether  it  be  a  spelling  lesson  or  a  mathematical 
problem,  should  be  made  the  exercise,  and  receive  per- 
fect and  undivided  attention,  and  be  carefully  attended  to 
and  clearly  understood.  He  should  labor  to  make  his 
pupils  feel  that  the  chief  merit  consists  in  the  manner  and 
perfection  of  their  performances ;  that,  while  many  can 
do,  but  few  do  well,  and  that  fewer  still  excel.  He  should 
cause  them  to  realize  that,  in  subsequent  life,  no  em- 
ployment or  profession  can  honor,  elevate,  and  reward 
them,  unless  first,  by  their  own  ability  and  well-applied 
talents  and  efforts,  they  have  contributed  to  adorn  and 
elevate  the  business  or  profession  of  their  choice ;  —  in 
other  words,  he  should  instruct  them,  in  whatever  pur- 
9 


98  COMMON   SCHOOL   EDUCATION. 


ANECDOTE   OF   BILLY    GRAY. 


suit  they  may  engage,  to  perform  its  duties  well  and 
thoroughly,  and,  if  their  calling  is  a  laudable  one,  suc- 
cess and  honor  must  and  will  attend  them.  There  once 
lived  in  Boston  a  noted  and  very  wealthy  merchant, 
familiarly  known  as  Billy  Gray.  When  he  was  some- 
what advanced  in  years,  he  was  one  day  superintending 
a  piece  of  carpenter's  work,  and  had  occasion  to  censure 
a  workman  for  not  doing  his  work  well.  The  carpenter 
had  known  Billy  Gray  in  youth,  and,  rather  sensitive  at 
the  reproof  thus  administered,  he  said,  "  Billy  Gray, 
what  do  you  presume  to  scold  me  for '?  You  are  a  rich 
man,  'tis  true;  but  didn't  I  know  you  when  you  were 
nothing  but  a  drummer?"  "Well,"  said  Mr.  Gray, 
"  did  n't  I  drum  well,—  eh  1  did  n't  I  drum  well  ?  " 

Another  particular,  from  which  the  business  of  teach- 
ing has  suffered,  and  now  suffers,  is,  the  tendency  to 
require  too  many  studies.  This  evil,  also,  follows  one  of 
an  opposite  nature.  In  former  days,  it  was  not  custom- 
ary to  pursue  many  branches.  In  our  common  schools, 
reading,  writing,  and  arithmetic,  constituted  the  catalogue 
of  studies.  These,  truly,  were  some  of  the  more  essen- 
tial, but  by  no  means  all  that  were  important.  The  sub- 
ject of  studies  was  considered  and  discussed,  and  more 
branches  were,  very  properly,  introduced  into  our  schools. 
But,  the  attention  once  aroused,  the  true  medium  was 
soon  passed,  and  the  evil  of  variety  has  followed  that  of 
deficiency.  This,  certainly,  calls  for  consideration ;  for 
nothing  so  much  conduces  to  mental  confusion  and  super- 
ficialism  as  attention  to  numerous  branches  at  the  same 
time.  The  mind,  to  be  sure,  needs  some  variety,  some 
change.  Too  long  confinement  to  one  subject  will  fatigue 
it,  and,  if  I  may  use  the  expression,  monotonize  it ;  but 


TEACHING.  99 


ANECDOTE   OF  THE    ESQUIMAUX. 


too  great  a  variety  will  distract  and  weaken  it.  It 
should,  therefore,  be  a  prominent  object  with  the  teacher 
to  ascertain  the  number  and  the  kind  of  studies  which 
his  classes  can  pursue  to  advantage,  and,  having  satisfied 
himself,  he  should  not  be  swayed  by  the  wishes  of  such 
pupils  as  are  constantly  seeking  for  some  new  thing, 
—  for  some  higher  study.  He  should  never  allow  vari- 
ety to  take  the  place  of  thoroughness,  but  ever  strive  to 
induce  his  pupils  to  feel  that  the  only  sure  way  to  gain 
promotion  in  their  studies  is  to  merit  it  by  first  obtain- 
ing a  clear  and  full  understanding  of  the  more  simple, 
but  not  less  important  branches. 

"  Children  who  have  the  habit  of  listening  to  words 
without  understanding  them,  yawn  and  writhe  with  man- 
ifest symptoms  of  disgust  whenever  they  are  compelled 
to  hear  sounds  which  convey  no  idea  to  their  minds.  All 
supernumerary  words  should  be  avoided,  in  cultivating 
the  power  of  attention.  A  few  years  ago,  a  gentleman 
brought  two  Esquimaux  to  London.  He  wished  to 
amuse,  and,  at  the  same  time,  astonish  them,  with  the 
magnificence  of  the  metropolis.  For  this  purpose,  hav- 
ing equipped  them  like  English  gentlemen,  he  took  them 
out,  one  morning,  to  walk  through  the  streets  of  London. 
They  walked  for  several  hours  in  silence  ;  they  expressed 
neither  pleasure  nor  admiration  at  anything  they  saw. 
When  their  walk  was  ended,  they  appeared  uncommonly 
melancholy  and  stupefied ;  as  soon  as  they  got  home,  they 
sat  down,  with  their  elbows  upon  their  knees,  and  hid 
their  faces  between  their  hands.  The  only  words  they 
could  be  brought  to  utter  were,  "  Too  much  smoke  —  too 
much  noise  —  too  much  houses  —  too  much  men  ~  t*e 
much  everything." 


100  COMMON   SCHOOL   EDUCATION. 


MANY    STUDIES    OBJECTIONABLE. 


So  it  often  is  with  the  young,  in  some  schools ;  so 
many  things  are  pressed  upon  their  notice  at  once  that 
they  obtain  no  well-grounded  and  definite  knowledge  of 
anything,  and  they  may  well  say,  "Too  much  —  too 
much  —  too  much."  If  any  one  asks  why  I  so  expand 
upon  and  enforce  my  views  on  this  point,  I  can  only 
adopt  the  principle  used  by  a  clergyman,  to  whom  com- 
plaint was  made  because  he  repeated  a  certain  sermon, 
and  who  replied,  "When  you  live  up  to  that  sermon,  I 
will  stop  preaching  it."  When  teachers  will  so  far 
regard  the  nature  of  the  child's  mind  and  faculties  as  to 
pay  regard  to  the  views  that  have  already  been  advanced, 
their  further  repetition  will  be  no  longer  necessary ;  but, 
until  then,  there  must  be  "line  upon  line,  here  a  little 
and  there  a  little." 

The  following  very  sensible  observations  on  "Teach- 
ing and  Learning  "  are  from  the  pen  of  the  Rev.  Wm. 
Bates.  They  were  written  for  the  Massachusetts 
Teacher,  and  are  taken  from  that  excellent  journal,  as 
being  peculiarly  appropriate  in  this  connection : 

"  The  terms  Teaching  and  Learning  are  reciprocal,  but 
not  convertible.  They  both  denote  the  same  relation; 
but  each  implies  a  distinct,  related  object,  and  indicates 
the  peculiar  action  of  this  object  or  person  in  its  appro- 
priate relation.  To  teach  is  one  thing,  to  learn  is 
another, —  and,  though  related  to  the  former  act,  is 
entirely  distinct  from  it,  and  performed  by  a  different 
agent.  It  is  true,  the  verb  to  learn  is  often  vulgarly 
used  interchangeably  with  the  correlative  term  to  teach, 
and  this  usage  has  sometimes  been  sanctioned  by  high 
literary  authority.  But  it  is  time  that  this  anomaly 
should  be  excluded  as  well  from  our  colloquial  as  from 


TEACHING.  101 


TEACHING   AND   LEARNING. 


our  written  language.  To  teach  is  to  communicate 
knowledge  —  to  give  instruction ;  to  learn  is  to  acquire 
know  ledge  —  to  be  instructed.  The  teacher  gives ;  the 
learner  receives.  The  teacher  imparts;  the  learner 
acquires.  The  teacher  (truly  without  diminishing  his 
acquired  stock,  which  actually  increases,  in  his  own 
mind,  while  it  is  thus  diffused  into  the  minds  of  others) 
communicates  what  he  has  previously  learned ;  and  the 
learner  makes  what  is  thus  communicated  to  him  his  own 
The  teacher,  therefore,  in  the  appropriate  functions  of 
his  office,  performs  an  act,  depending  on  his  own  will, 
over  which  no  other  mind  has  control ; .  while  the  learner, 
by  the  exercise  of  mental  powers  equally  his  own,  makes 
an  acquisition,  corresponding  with  the  strength  of  those 
powers,  and  the  energy  with  which  they  are  exercised. 

"  Nor  is  this  analysis  of  the  relation  between  teacher 
and  learner,  or  this  proposed  definite  and  precise  use  of 
the  term  learn,  embarrassed  by  the  fact  that  men  are 
sometimes  said  to  be  self-taught,  For.  in  cases  in  which 
this  epithet  is  used  with  propriety,  the  learners  make  to 
themselves  teachers.  The  very  instruments  and  means 
by  which  they  acquire  knowledge  are  their  teachers. 
They  hear  the  voice  of  nature ;  they  listen  to  the  instruc- 
tions of  revelation.  They  learn  by  observation  and  expe- 
rience. The  word  and  the  works  of  God  are  their  teach- 
ers; and,  as  truly  as  in  any  case,  they  sustain  the 
subjective  relation  of  pupils,  recipients, —  inquisitive, 
active  recipients ;  putting  forth  their  powers  to  reach  the 
coming  knowledge,  and  to  mould  and  fashion  it  to  their 
own  capacities  and  habits  of  association,  and  thus  tnakinp 
it  their  o\vn,  and  preparing  it  for  future  use. 

"  These  critical  remarks,  however,  are  here  introduced 
0* 


102  COMMON    SCHOOL   EDUCATION. 


WllONO   IMPRESSION   OF  LEARNING. 


not  so  much  for  the  sake  of  grammatical  accuracy,  as  for 
the  purpose  of  establishing  a  general  principle  for  the 
guidance  of  practical  teachers,  and  the  benefit  and  high- 
est improvement  of  their  pupils.  For,  so  far  as  the  term 
to  learn  is  used  to  denote  the  act  of  him  who  communi- 
cates knowledge,  it  implies  a  state  of  passivity  in  him  to 
whom  the  communication  is  made;  and  thus,  as  the 
necessity  of  active  exertion,  on  his  part,  seems  to  be 
superseded,  all  voluntary  effort  is  discouraged,  and  he 
becomes  indolent  and  inactive,  of  course.  Indeed,  the 
consequences  of  such  an  impression,  as  it  is  naturally 
made  by  the  careless  use  of  this  term  (though  that  im- 
pression be  but  a  floating  opinion),  must  be  everywhere, 
and  on  all  minds,  pernicious  and  unfavorable,  if  not  fatal, 
to  high  attainments  in  literature  and  science.  Such  an 
impression  on  the  public  mind  must  lead  to  the  adoption 
of  injudicious  expedients  lo  promote  the  cause  of  general 
education, —  expedients  which  may  be  of  temporary,  appa- 
rent utility,  but  such  as  must  ultimately  depress  the 
standard  of  learning,  enervate  the  mental  powers  of  the 
rising  generation,  make  smatterers  and  sciolists,  and  pro- 
duce a  race  of  superficial  thinkers,  instead  of  ripe  schol- 
ars, of  vigorous  intellects  and  high  attainments.  Such 
an  impression,  or  rather  sentiment,  however  indistinct, 
must  produce,  in  the  mind  of  the  pupil,  indolence  and 
stupid  inaction ;  in  that  of  the  teacher,  discouragement 
and  a  spirit  of  formality ;  in  that  of  the  parent,  and 
even  the  friend  and  patron  of  learning,  a  disposition  to 
complain  and  find  fault  with  the  most  laborious  and 
faithful  teachers. 

"  Let;  it  never  be  forgotten,  then,  that  the  act  of  learn- 
ing belongs  to  the  pupil,  and  not  to  the  teacher.     Indeed, 


TEACHING.  103 


WHAT   IT   IS   TO   LEARN. 


activity  of  mind  is  as  requisite  in  the  one  as  it  is  in  the 
other,  in  order  to  secure  the  happy  results  of  education, 
and  especially  of  intellectual  education.  The  pupil,  aa 
we  said,  must  learn  for  himself.  This  is  his  own  appro- 
priate work, —  a  work  which  must  be  performed  by  him- 
rself ;  it  cannot  be  done  for  him,  by  another.  In  order  to 
acquire  knowledge,  he  must  put  forth  personal  effort. 
He  must  seek,  if  he  would  find ;  he  must  strive,  if  he 
would  ascend  the  hill  and  enter  the  temple  of  science. 
in  other  words,  his  mind  must  be  in  a  recipient  state, — 
waKeful,  active,  putting  forth  its  powers  and  pushing  for- 
ward its  susceptibilities, —  before  he  can  participate  in 
the  benefits  of  the  best  instruction.  Without  this  pre- 
paration in  the  pupil,  and  consequent  reciprocal  action 
with  the  teacher,  all  the  labors  of  the  latter  will  be  lost. 
The  knowledge  imparted  by  the  teacher  will  find  no 
reception,  certainly  no  permanent  lodgment,  in  the  slug- 
gish mind  of  the  pupil.  Instruction,  to  constitute  edu- 
cation, must  be  received,  as  well  as  given ;  and  so  received 
as  to  exercise  and  discipline  the  faculties  of  the  mind 
which  it  enters, —  so  received  as  to  be  permanently  held, 
—  so  received  and  held  as  to  become  incorporated  with 
the  mental  powers  themselves,  and  ready  for  appropriate 
use.  It  must,  indeed,  become  the  absolute  property  of 
the  mind  receiving  it,  and  be  retained  by  that  mind,  not 
as  a  thing  of  arbitrary  association  and  memory  merely, 
but  it  must  so  interpenetrate  this  recipient  mind,  diffuse 
itself  through  it,  and  become  assimilated  to  it,  as  substan- 
tially to  constitute  a  part  of  the  mind  itself. 

"  This  doctrine  of  mental  activity  in  the  learner,  as 
here  stated,  if  true,  is  obviously  a  highly  important  and 
practical  doctrine. —  important  to  teacher  and  pupil,  to 


104  COMMON    SCHOOL    EDUCATION. 


A    FEW    HINTS    TO   TEACJIEKS. 


parents,  and  the  friends  and  patrons  of  education.  Many 
practical  lessons  may  be  found  in  it,  and. many  valuable 
inferences  drawn  from  it,  adapted  to  the  circumstances 
of  the  age  and  the  condition  of  our  schools.  The  space 
allotted  to  this  article,  however,  will  not  allow  a  full 
statement  and  particular  illustration  of  them  in  this  con- 
nection. It  will,  therefore,  be  closed  with  a  few  hints, 
thrown  out  without  much  order,  and  designed  principally 
for  the  consideration  of  professional  teachers  : 

"1.  The  teacher  should  devise  means  and  adopt  expe- 
dients to  excite  the  curiosity  and  rouse  the  energies  of 
his  pupils. 

"  2.  He  should  then  endeavor  to  fix  their  attention, 
and  concentrate  their  awakened  energies,  on  the  prescribed 
subject  of  inquiry  and  instruction. 

"  3.  He  should  connect  with  his  instructions,  as  far  as 
possible,  what  is  interesting  and  attractive  ;  so  that  the 
associations  formed  in  the  minds  of  his  pupils  will  leave 
them  in  love  with  the  subject  of  investigation,  and,  in 
proper  time,  'bring  them  back  to  the  pursuit  with  readi- 
ness and  alacrity. 

' '  4.  He  should  carefully  prescribe  for  each  scholar  in 
his  school  a  proper  number  of  branches,  to  be  pursued  in 
a  given  time ;  so  as  not  to  distract  attention  by  variety, 
nor  weary  and  exhaust  it  by  dull  uniformity. 

"  5.  He  should  exclude  from  his  illustrations,  as  far 
as  practicable,  everything  calculated  to  divert  the  minds 
of  his  pupils  from  the  principal  subject  of  investigation. 

"  6.  He  should  be  careful  that  awakened  curiosity  be 
not  gratified  too  soon,  by  unnecessary  and  superabundant 
aid,  leaving  no  motive  and  no  opportunity  for  effort  on 
the  part  of  his  pupils ;  nor,  on  the  other  hand,  be  suffered 


TEACHING.  105 


WHAT    THE   TEACHER   SIIODLD   DO. 


to  evaporate,  and  end  in  despair,  for  the  want  of  timely 
and  necessary  aid,  to  'enable  them  to  overcome  appalling 
difficulties.  With  this  view,  he  should  intermingle  with 
text-book  instruction  a  due  proportion  of  familiar  lectur- 
ing ;  enough  of  the  one  with  the  other  to  guard  against 
the  pernicious  effects  of  excess  in  either. 

"  7.  He  should  prepare,  select,  or  adapt  his  text-books, 
with  a  due  regard  to  the  capacities  of  his  pupils,  and 
with  reference  to  the  development  and  exercise  of  their 
various  powers  of  mind,  as  well  as  to  the  immediate  acqui- 
sition of  knowledge.  If  text -books  are  too  plain  and 
simple,  they  will  either  enervate  or  disgust ;  if  too  con- 
cise, abstruse,  and  deficient  in  illustration,  they  will  vex 
and  discourage ;  and  in  both  cases  produce  mental  inac- 
tion. The  pupil  must  be  made  to  work ;  but  he  must 
work  voluntarily,  cheerfully,  with  hope.  Aided  too 
much,  his  energies  remain  dormant ;  too  little,  they  are 
soon  exhausted,  and  he  sinks  into  a  state  of  despair ;  and 
thus  both  excess  and  deficiency  produce  the  same  per- 
nicious result. 

"8.  The  teacher,  in  all  his  plans  of  government  and 
instruction,  should  keep  in  view  the  principal  business 
assigned  him.  This,  in  our  view,  and  as  far  as  intellect- 
ual education  is  involved,  is,  to  rouse  the  curiosity  of 
his  pupils,  and  keep  it  awake ;  to  furnish,  in  a  sufficient 
quantity,  wholesome  food  for  their  minds,  and  suitable 
materials  for  the  active,  vigorous  employment  of  all  their 
mental  powers." 


CHAPTER    XV. 

DISCIPLINE. 

THE  subject  of  discipline  is  one  of  the  utmost 
interest  and  importance.  An  instructor  may  possesa 
every  literary  qualification,  and  work  industriously  and 
constantly,  and  yet  fail  of  success,  if  he  has  not  the 
requisite  ability  and  skill  for  •wisely  governing  his  pupils. 
One  has  very  truthfully  said,  "If  there  is  any  place  on 
the  surface  of  the  earth  where  order  is  the  first,  and  last, 
and  highest  law,  that  place  is  the  school-room.  Without 
it,  there  can  be  no  such  thing  as  progress."  *  In  many 
instances,  the  money  paid  for  the  support  of  schools  is 
worse  than  thrown  away,  in  the  employment  of  teachers 
who  are  incompetent  to  exercise  a  judicious  control  over 
their  pupils.  How  much  of  that  spirit  of  insubordina- 
tion and  recklessness  which  so  abounds  in  the  community 
may  be  traced  to  the  unwise  and  inefficient  discipline  of 
the  school-room  !  If  in  families  and  schools  the  young 
succeed  in  having  their  own  way,  and  indulging  their 
own  wishes,  regardless  of  others,  they  will  claim  the 
same  privilege  when  they  become  members  of  society. 
The  feeling  of  waywardness  and  selfishness  will  grow 
with  their  growth  and  strengthen  with  their  strength. 
Is  not  this  true  to  a  great  extent  ?.  Is  a  man  restiva 
under  the  control  of  wholesome  laws,  and  constantly 

*  J.  €.  Hoyt 


DISCIPLINE.  107 


CORRECT   DISCIPLINE    PROMOTES   HAPPINESS. 


lecrying  those  in  authority,  and  complaining  of  all  reg- 
ulations, however  salutary  and  wise  they  may  be  1  It 
may,  almost  positively,  be  inferred  that  he  was  never,  in 
his  youth,  brought  within  the  influence  of  that  judicious 
home  and  school  discipline  which  will  lead  one  to  honor 
the  laws,  and  respect  those  in  authority.  It  is,  unques- 
tionably, the  fact,  that  a  true  spirit  of  obedience  and 
subordination,  formed  by  parents  and  teachers,  will  not 
only  tend  to  promote  the  happiness  of  the  young  while 
"  in  the  days  of  their  youth,"  but  will  ajso  tend  to  pre- 
pare them  for  higher  spheres  of  usefulness  and  happi- 
ness, when  manhood's  cares,  and  duties,  and  responsibil- 
ities, shall  be  assumed. 

If  such  is  the  case  (and  who  can  doubt  it?),  how  ex- 
ceedingly important  is  the  subject  under  consideration ! 
With  what  earnestness  and  intensity  of  interest  should 
the  view  I  have  taken  induce  every  instructor  to  ask 
himself  how  he  can  best  discipline  the  young  and  tender 
minds  submitted  to  his  care  and  training !  It  will  be 
my  object  to  furnish  a  few  hints  on  this  point. 

1.  The  teacher  must  himself  feel  the  truth  and  force 
of  what  has  been  said  in  relation  to  discipline.  Without 
this  feeling,  he  cannot  even  hope  to  succeed.  It  is  of 
the  very  first  importance  that  one  should  comprehend  the 
nature  and  magnitude  of  any  work,  before  he  can  rightly 
and  wisely  undertake  its  performance.  The  teacher  has. 
as  it  were,  a  large  family  to  govern  and  instruct,  com- 
posed of  many  smaller  families,  differing  in  disposition, 
talents,  and  attainments, —  subjected,  perhaps,  to  as  many 
different  kinds  of  discipline  at  home  as  the  homes  are 
numerous  from  which  they  come.  These  he  must  class- 
ify, govern,  and  instruct,  having  regard  to  the  greatest 


108  COMMON    SCHOOL    EDUCATION. 


TOO    MANY    RCLES    NOT   WELL. 


general  good  of  all  concerned.  The  idle  and  indifferent 
he  must  arouse  and  urge  onward ;  the  diffident  and  dis- 
trustful he  must  encourage  by  persevering  kindness  and 
gentleness ;  the  more  forward  perhaps  need  a  check, 
many  need  oft-repeated  direction  and  correction, —  all 
need  that  spirit  of  inspiration  and  earnestness  which  can 
be  imparted  only  by  him  who  possesses  the  soul  of  a  true 
teacher.  To  do  all  I  have  enumerated  is  disciplinary 
work ;  and  he  who  does  it  well  will  have  a  school  in  a 
desirable  state  of  discipline. 

2.  The  teacher  should  have  but  few  regulations ;  and 
the  propriety  and  justice  of  these  should  be  so  obvious 
that  the  youngest  cannot  plead  ignorance  of  them. 

That  instructor  who  attempts  to  make  a  specific  rule 
or  law  for  every  particular  offence  or  deviation,  will  find 
difficulties  at  every  step.  If,  instead  of  the  practice  so 
common  with  many,  of  making  a  long  list  of  rules,  with 
threatened  penalties  annexed,  an  instructor  should  ad- 
dress his  pupils  in  substance  as  follows,  the  effect  would 
be  far  more  favorable :  "  My  young  friends,  I  have  been 
appointed  to  act  as  your  instructor.  I  come  to  you  as  a 
friend,  and  with  a  strong  desire  to  do  you  good.  We  are 
to  spend  many  hours  daily  in  this  room ;  and  it  is  very 
important  that  we  should  do  all  we  can,  individually,  to 
make  this  a  pleasant  place.  You  can  do  much  to  make 
my  labors  pleasant  and  successful,  much  to  promote  my 
happiness.  I  trust  I  may  be  able  to  do  something  for 
you ;  and  I  pledge  my  best  efforts  in  your  behalf.  I  will 
endeavor  not  to  require  you  to  perform  any  useless  task, 
or  submit  to  any  unjust  regulation.  I  shall,  at  thia 
time,  give  you  but  a  single  rule;  and,  if  you  rightly 
regard  that,  no  other  will  be  necessary.  T  merely  ask 


DISCIPLINE.  109 


ATTEMPT    TO    PROMOTE   RIGHT   FEEL!  NO. 


that  you  will  do  no  wrong  thing:  and  I  think  we  shall 
agree  as  to  what  may  constitute  wrong.  The  school-room 
is  a  place  for  studying,  and  gaining  knowledge.  It 
should  be  a  quiet  and  pleasant  place.  Whatever  may 
tend  to  make  it  otherwise  should  be  .avoided.  All  whis- 
pering, laughing,  playing,  and  rudeness  of  any  kind, 
should  be  carefully  refrained  from.  They  are  all  wrong 
in  the  school-room,  unless  allowed  at  certain  times,  and 
under  certain  restrictions.  You  know  they  are  wrong, 
and  I  think  you  would  not  wish  to  attend  a  school  in 
which  they  were  allowed  without  restraint. .  Therefore, 
I  shall  take  it  for  granted  that  you  will  carefully  guard 
against  indulging  in  them,  while  members  of  this  school 
As  we  spend  so  much  time  in  this  room,  it  seems  quite 
desirable  that  it  should  be  kept  in  a  neat  and  cleanly 
state.  That  this  may  be  so,  I  trust  every  one  will  strive 
to  form  habits  of  neatness.  If  each  of  you  will  be 
careful  as  to  your  own  personal  habits,  all  will  be  right, 
and  our  room  will  have  a  pleasant  and  cheerful  aspect. 
That  such  may  be  the  case,  may  I  not  ask,  and  expect, 
that  each  and  all  will  refrain  from  spitting  upon  the  floor, 
from  throwing  articles  upon  the  floor,  and  from  doing 
anything  that  shall  tend  to  give  the  room,  or  any  part  of 
it,  an  untidy  or  disorderly  appearance  ?  Be  constant  and 
punctual  in  your  attendance,  kind  to  each  other,  indus- 
trious while  in  school,  and  obedient  and  orderly  in  all 
places  and  at  all  times,  and  you  will  make  improvement, 
and  promote  my  happiness  by  the  very  means  that  will 
increase  your  own.  It  will  be  my  highest  endeavor  to 
aid  you, —  my  unceasing  aim  to  increase  your  rational 
enjoyment.  It  shall  be  my  object  to  require  the  per- 
formance of  no  unreasonable  act  or  task ;  and  all  I  ask, 
10 


110  COMMON   SCHOOL   EDUCATION. 

JIRMNE9S,    KINDNESS,    AND   DETERMINATION. 

and  all  that  I  desire  from  you,  is  a  ready  and  cheerful 
compliance  with  my  requirements, —  all  of  which  will  be 
done  by  regarding  the  simple  rule  which  I  have  given 
you."  Remarks  similar  to  these  would  have  a  salutary 
effect,  and  produce  pleasant  first  impressions.  But  they 
will  not  accomplish  the  whole  work.  It  would  not  be 
strange  if  some  should  undertake  to  test  the  teacher's 
resolution,  and  ascertain  how  far  they  can  go  and  escape 
punishment.  Such  ones  must  be  taken  in  hand  at  once, 
and  be  made,  in  some  way,  to  feel  that  order  must 
be  had.  The  teacher  must  manifest  a  spirit  of  perfect 
self-control,  kindness,  and  determination.  "  In  main- 
taining discipline,  it  is  not  necessary  for  him  to  be  rough 
and  severe.  He  need  not  be  armed  and  equipped  with 
bludgeons  and  blunderbusses.  He  adds  no  weight  to  his 
authority  by  harsh  threats,  full  of  'sound  and  fury,' 
signifying  nothing.  But  he  must  be  prompt  in  decision, 
firm  in  purpose,  and  uniform  in  action.  His  laws 
should  be  few,  but  as  immutable  as  the  laws  of  nature ; 
and  the  penalty  of  wilful  transgression  should  be  as  cer- 
tain as  the  decrees  of  fate.  As  the  poet  has  well  said, 

'  Be  obeyed  when  thou  commandest,  but  command  not  often  ; 
Let  thy  carriage  be  the  gentleness  of  love,  not  the  stern  front  of 
tyranny.'  " 

There  are  certain  tones  of  the  voice,  which,  by  their 
character  of  mild  firmness  and  gentle  determination,  have 
a  most  powerful  control.  There  are  certain  looks  which 
awe  into  obedience  more  readily  and  completely  than  the 
most  severe  language  of  reproof  and  threatening.  If  the 
instructor  would  govern  well,  he  should  not  be  too  noisy 
or  boisterous  himself.  '  '  The  more  noise  he  makes  in  his 


DISCIPLINE.  Ill 


PERFECT   ORDEE. THE   STUDENT   IN    MEDICINE. 

efforts  to  obtain  order,  the  more  he  may  —  in  fact,  must 
—  make.  Some  never  punish  till  they  have  exhausted 
their  strength,  and  wearied  their  lungs,  in  useless  en- 
deavors to  get  or  preserve  order.  This  may,  and  prob- 
ably often  does,  proceed  from  good-nature  on  the  part  of 
the  teacher,  and  an  unwillingness  to  punish.  Still,  such 
a  course  is  ill-judged,  and  ought  to  be  avoided.  The 
teacher  should  be  very  sparing  of  his  voice.  Order, 
obtained  at  the  expense  of  a  great  noise,  is  usually  of 
short  duration.  Perfect  order  is  easiest  obtained  and 
easiest  preserved.  To  do  the  thing  half-and-half  is  by 
far  the  most  difficult  and  least  satisfactory  course." 

But  how  shall  good  discipline  be  secured  ?  I  answer, 
various  means  and  appliances  must  be  resorted  to.  Indi- 
vidual character  must  be  studied ;  peculiar  circumstances 
must  be  investigated  and  thoroughly  understood;  and, 
where  punishment  is  necessary,  its  nature  and  extent 
should  be  modified  by  existing  circumstances.  The 
same  discipline  will  no  more  prove  of  equal  efficacy,  in 
different  cases,  than  a  similarity  of  treatment  in  other 
affairs  will  produce  a  uniformity  in  results.  "  Of  two 
plants,  apparently  alike,  and  nurtured  with  equal  care, 
one  may  flourish,  th,e  other  wither  and  die, —  and  for 
reasons  which  we  cannot  explain.  The  same  difficulty 
increases,  as  we  rise  into  animal  life.  A  young  student 
in  medicine,  having  an  English  patient,  laboring  under  a 
fever,  allowed  him  chicken-broth,  and  he  got  well.  He 
made  a  memorandum  in  his  case-book, — '  Chicken-broth 
cures  a  fever.'  He  soon  after  had  a  French  patient, 
similarly  sick ;  the  same  prescription  was  ordered,  and 
the  Frenchman  died.  He  then  entered  in  his  case-book, 
— '  Though  "ihicken-broth  cures  an  Englishman  of  a 


112  COMMON   SCHOOL   EDUCATION. 


DISCIPLINE    BASED    ON    AUTHORITY. 


fever,  it  kills  a  Frenchman.'  The  young  disciple  of 
Galen  did  not  take  into  view  all  the  circumstances  in  the 
case."  * 

School  discipline,  and,  indeed,  discipline  everywhere, 
in  order  to  he  thorough  and  efficient,  must  be  based  on 
authority.  This  implies  a  right  to  enforce,  and  the 
power  to  do  so,  even  by  the  use  of  severe  means,  if  nec- 
essary. The  discipline  of  the  school-room  must  be  sus- 
tained, in  some  cases,  by  the  infliction  of  punishment. 
This  may  be  of  various  kinds.  To  some,  a  mere  look, 
or  word  of  reproof,  may  be  more  severe  and  more  effica- 
tious  than  the  severest  personal  chastisement  to  others. 
But,  while  we  freely  admit  the  undesirableness  of  corpo- 
ral punishment,  and  feel  that  it  need  not  often  be  resorted 
v>,  we  still  contend  that  the  right  to  inflict  it  does,  and 
uhould  cf  necessity,  rest  with  the  teacher, —  and  the 
mere  cwisclousness  of  this,  on  the  part  of  the  pupils,  will 
have  a  controlling  and  salutary  influence.  The  same 
idea  is  expressed  very  forcibly  in  relation  to  another  sub- 
ject, thus:  "The  government  of  the  United  States  em- 
ploys its  hundreds  of  -workmen,  at  Springfield  and  at 
Harper's  Ferry,  in  tks  manufacture  of  muskets.  The 
inspector  examines  every  one,  as  it  is  finished,  with  great 
care.  He  adjusts  the  flint,  and  tries  it  again  and  again, 
until  its  emitted  shower  of  sparka  is  of  proper  brilliancy, 
—  and,  when  satisfied  that  all  is  right,  he  packs  it  away 
with  its  thousands  of  companions,  to  sleep,  probably,  in 
their  boxes,  in  quiet  obscurity,  forever.  A  hundred 
thousand  of  these  deadly  instruments  form  a  volcano  of 
slumbering  power,  which  never  has  been  awakened,  and 

*  Joseph  Hale. 


DISCIPLINE.  113 


THE   GOVERNMENT   OF   THE   UNITED   STATES. 

which  we  hope  never  will.  The  government  never  makes 
use  of  them.  One  of  its  agents,  a  custom-house  officer, 
waits  upon  you  for  the  payment  of  a  bond.  He  brings 
no  musket.  He  keeps  no  troops.  He  comes  with  the 
gentleness  and  civility  of  a  social  visit.  But  you  know 
that,  if  compliance  with  the  just  demands  of  your  govern- 
ment is  refused,  and  the  resistance  is  sustained,  force 
after  force  would  be  brought  to  bear  upon  you,  until  the 
whole  hundred  thousand  muskets  should  speak  with  their 
united  and  tremendous  energy.  The  government  of  these 
United  States  is  thus  a  mighty  engine,  working  with 
immense  momentum ;  but  the  parts  which  bear  upon  the 
citizen  conceal  their  power  by  the  elegance  of  the  work- 
manship, and  by  the  slowness,  and  apparent  gentleness,  of 
their  motion.  If  you  yield  to  it,  it  glides  smoothly  and 
pleasantly  by.  If  you  resist  it,  it  crushes  you  to 
atoms."  * 

And  thus,  we  contend,  it  must  be  with  the  instructor. 
Constituted  as  human  nature  is,  he  must  be  vested  with 
authority  and  power.  These,  like  the  muskets  at  the 
arsenals,  may  remain  unobserved  until  emergency  shall 
call  for  their  appearance.  And  if  parents  and  teachers 
will  exercise  a  little  more  caution  and  judgment,  and  say 
only  what  they  'mean,  and  mean  just  what  they  say, 
and  manifest  a  firm,  decided,  unyielding,  though  kind 
determination,  to  have  every  requirement  strictly  regarded 
and  promptly  and  implicitly  answered,  it  will  rarely  be 
necessary  to  exercise  the  power  and  authority  to  an  un- 
pleasant extent. 

Oft- repeated  and  continued  scolding  or  whipping,  in  a 

*  Jacob  Abbott 
10* 


114  COMMON    SCHOOL   EDUCATION. 


THE   HARDENING    PROCESS    ILLUSTRATED. 


family  or  school,  will  only  tend  to  make  bad  children 
worse,  and  good  ones  indifferent. 

A  blacksmith  brought  up  his  son,  to  whom  he  was 
very  severe,  to  his  own  trade.  One  day,  the  old  Vulcan 
was  attempting  to  harden  a  cold-chisel,  which  he  had 
made  of  foreign  steel,  but  could  not  succeed.  At  last,  the 
youth,  who  was  standing  near,  willing  to  impart  knowl- 
edge which  he  had  obtained  by  bitter  experience,  ex- 
claimed, with  an  expression  full  of  faith,  ' '  Horse- whip  it, 
father ;  if  that  won't  harden  it,  nothing  will !  " 

On  the  subject  of  corporal  punishment, —  a  subject 
which  has  often  excited  public  attention,—  I  would  no. 
be  misunderstood.  I  would  not  entirely  object  to  its 
application,  but  would  discountenance  its  too  frequent, 
and  often  improper,  use.  I  fully  believe  that  there  are 
cases,  in  which  the  best  good  of  a  school,  as  well  as  of 
an  offender,  calls  for  the  infliction  of  severe  chastisement. 
Though  this  may  be  grievous  for  the  time,  it  will,  if 
rightly  applied,  produce  good  fruits.  But  the  rod  should 
never  be  hastily  or  passionately  used.  There  are  parents, 
and  there  are  teachers,  who,  for  every  slight  offence  or 
deviation  of  a  child,  grasp  the  rod,  and,  with  passionate 
violence,  use  it.  This  is,  unquestionably,  wrong;  but 
the  correction  of  this  extreme  should  not  lead  us  to  an 
opposite  one,  which,  under  existing  circumstances  of 
society,  would  be  equally  pernicious. 

The  rod  should  not  be  applied  on  every  occasion,  nor 
for  every  transgression ;  but  the  infrequency  of  its  use 
should  contribute,  in  no  small  degree,  to  its  efficacy.  The 
teacher  should  always  resort  to  it  with  calmness  and  self- 
control  ;  and  the  whole  case  should  be  so  considered  and 
explained,  with  all  attendant  circumstances,  that  the 


DISCIPLINE.  115 


CORPORAL    PUNISHMENT. 


whole  school,  and  the  offender  himself,  shall  see  and  feel 
that  the  teacher  is  about  to  perform  an  unpleasant  and 
painful  duty, —  a  duty  from  which  he  will  never  shrink, 
when  called  upon  by  circumstances  to  act.  After  the 
nature  and  particulars  of  the  case  have  been  suitably 
commented  upon,  the  deserved  punishment  should  be 
inflicted  with  such  degree  of  severity  as  will  subdue 
the  guilty  one,  and  strongly  impress  upon  him,  and 
through  him,  the  fact  that  "  the  way  of  the  transgressor 
is  hard." 

This  course,  followed  by  a  kindness  on  the  part  of  the 
teacher  which  shall  indicate  that  naught  has  been  done 
in  malice,  will  usually  have  a  salutary  effect. 

Good  order,  and  submission  to  wholesome  regulations, 
must  be  insisted  on,  in  every  well-managed  family  and 
school.  These  should  be  (and,  ordinarily,  they  may  be) 
secured  by  mild  and  kind  means,  if  possible ;  but  they 
should  not,  in  any  instance,  be  sacrificed  to  a  frequently- 
conceived,  though  we  think  erroneous  impression,  that  the 
use  of  the  rod  is  too  brutal.  If  boys  so  far  depart  from 
a  proper  course  as  to  allow  brutal  passions  to  gain  the 
mastery  over  reason  and  judgment,  and  under  their  con- 
trol set  at  naught  all  just  requirements  and  salutary 
regulations,  they  should  be  met  and  conquered  by  such 
arguments  as  the  existing  and  ruling  principles  may  seem 
to  demand. 

To  obtain  stillness  and  order  in  the  school-room,  it  is 
not  necessary  that  the  teacher  should  be  noisy  himself, 
;>r  use  loud  tones  of  voice.  If  scholars  are  uneasy,  rest- 
less, or  noisy,  let  the  teacher  suspend  all  exercises,  and 
wait  until  all  is  quiet ;  and,  if  this  demands  a  loss  of 
tlm^  let  the  school-hours  be  lengthened,  to  make  up  the 


116  COMMON   SCHOOL   EDUCATION. 

STILLNESS. MOTHER   OF   WASHINGTON. 

loss.  This  waiting  process  will  do  wonders,  sometimes., 
in  promoting  order.  Mr.  Parish,  the  experienced  and 
efficient  principal  of  the  Springfield  High  School,  thug, 
speaks  of  a  similar  course :  "  The  simple  process  of  sus- 
pending all  exercises,  and  obtaining  perfect  stillness  for 
a  single  minute,  so  that  a  clock  or  watch  may  be  heard 
to  tick,  frequently  operates  like  a  charm.  Most  scholars 
have  little  idea  of  a  still  school-room,  till  they  learn  it 
by  some  such  experiment ;  nor  of  the  noise  they  make, 
except  by  contrast." 

Again ;  the  teacher  must  be  even  and  uniform  in  his 
disciplinary  efforts.  "If  strict  in  discipline  to-day,  and 
lax  to-morrow;  if  he  punishes  an  offence  at  one  time 
which  he  disregards  at  another  ;  or  if  he  suffers  an  irreg- 
ularity to  pass  unnoticed  now  and  censures  it  to-morrow, 
how  can  his  scholars  have  confidence  in  his  judgment  1 
They  will  be  very  quick  to  observe  any  irregularity  in 
the  teacher's  mode  of  instructing,  or  in  his  general  sys- 
tem of  government.  Let  no  one  suffer  himself  to  be 
deceived,  by  thinking  that  irregularity  will  pass  without 
exerting  an  unhappy  influence."  * 

It  is  said,  that  when  the  mother  of  Washington  was 
asked  how  she  formed  the  character  of  her  son,  she 
replied,  that  she  had  endeavored  early  and  earnestly  to 
teach  him  three  things, — obedience,  diligence,  and  truth, 
If  these  were  essential  to  the  formation  of  the  character 
of  the  great  and  good  Washington,  shall  they  not  be 
deemed  of  the  utmost  importance  in  training  the  young 
of  the  present  day  ?  Without  obedience,  it  will  be  in 
vain  to  attempt  to  teach. 

"How  careful  men  of  influence,  and  especially  teach- 

*  S.  B.  Hall.  • 


DISCIPLINE.  117 

EXTRACT    FROM    JOSEPH    HALE*S    LECTURE. 

ers,  should  be  to  guard  against  encouraging  that  excess- 
ive love  of  freedom  which  can  brook  no  restraint !  They 
who  know  not  how  to  be  governed  are,  surely,  incapable 
of  that  self-government  which  is  the  very  essence  of  free- 
dom. If  children  ire  brought  up  with  the  notion  that 
they  are  never  to  be  restrained  by  force,  how  wrong 
soever  their  acts  may  be,  they  are  in  great  danger  of 
becoming  the  victims  of  lawless  and  ungovernable  pas- 
sions. Let  a  respect  for  law  and  order,  then,  be  early 
inculcated  in  them.  Let  teachers  keep  steadily  on  in  the 
path  of  duty, —  teaching  really  what  they  pretend  to 
teach,  and  governing  really  where  they  ought  to  govern, 
listening  to  the  dictates  of  conscience,  and  guided  more 
by  the  fixed  principles  of  a  true  spiritual  philosophy 
than  by  the  changeful  notions  of  fluctating  experimental- 
ism."  * 

Without  further  enlarging  upon  this  subject,  I  will 
give  a  few  simple  and  plain  rules  for  the  teacher's  guid- 
ance ;  and,  if  they  are  properly  regarded  and  observed, 
there  will  seldom  be  occasion  for  resorting  to  any  severe 
mode  of  punishment.  1  know  not  the  authorship  of 
the  rules ;  but  give  them  as  found,  with  the  exception 
of  a  few  unimportant  alterations : 

RULES    FOR   THE   TEACHER. 

1.  From  your  earliest  connection  with  your  pupils, 
inculcate  the  necessity  of  prompt  and  exact  obedience. 

2.  Unite  firmness  with  gentleness ;  and  let  your  pupila 
always  understand  that  you  mean  exactly  what  you  say 

8.  Never  promise  anything,  unless  you  are  quite  sure 
you  can  give  what  you  promise. 

•  *  Joseph  Hale. 


118  COMMON    SCHOOL    EDUCATION. 


ROLES    FOR   THE   TEACHER. 


4.  Never  tell  a  pupil  to  do  anything,  unless  you  ar« 
gure  he  knows  how  it  is  to  be  done ;  —  or  show  him  how 
to  do  it,  and  then  see  that  he  does  it. 

O.  Always  punish  a  pupil  for  wilful  disobedience; 
but  never  punish  unduly,  or  in  anger ;  and  in  no  case 
should  a  blow  be  given  on  the  head. 

6.  Never  let  your  pupils  see  that  they  can  vex  you,  or 
make  you  lose  your  self-command. 

7.  If  pupils  are  under  the  influence  of  an  angry  or 
petulant  spirit,  wait  till  they  are  calm,  and  then  reason 
with  them  on  the  impropriety  of  their  conduct. 

8.  Never  yield  anything  to  a  pupil  because  he  looks 
angry,  or  attempts  to  move  you  by  threats  and  tears. 
Deal  mercifully,  but  justly  too. 

9.  A  little   present   punishment,  when    the   occasion 
arises,  is  more  effectual  than  the  threatening  of  a  greater 
punishment,  should  the  fault  be  renewed. 

10.  Never  allow  pupils  to  do,  at  one  time,  what  you 
have  forbidden,  under  the  like  circumstances,  at  another. 

11.  Teach  the  young  that  the  only  sure  and  easy  way 
to  appear  good  is  to  be  good. 

12.  Never  allow  tale-bearing. 

13.  If  a  pupil  abuses  your  confidence,  make  him.  for  a 
time,  feel  the  want  of  it. 

14.  Never  allude  to  former  errors,  when  real  sorrow 
has  been  evinced  for  having  committed  them. 

15.  Encourage,  in  every  suitable  way,  a  spirit  of  dili- 
gence,   obedience,  perseverance,    kindness,    forbearance, 
honesty,  truthfulness,  purity,  and  courteousness. 

16.  Never  speak  in  a  scolding  and  fretful  manner,  but 
use  tones  of  gentleness.      Some  teachers   defeat   their 
objects  by  using  harsh  and  boisterous  tones. 


CHAPTER    XVI. 

MEANS     OF     INTERESTING     PUPILS     AND 
PARENTS. 

THE  business  of  education  is  of  a  tri-party  nature,  and 
its  truly  healthful  and  wise  advancement  can  only  be 
secured  by  the  heartfelt  and  sincere  interest  and  judicious 
efforts  of  all  concerned.  Teachers,  parents,  and  pupils, 
are  the  joint-partners  in  the  work ;  and,  while  something 
may  be  done  by  each  party  individually,  nothing,  short 
of  the  harmonious  and  cheerful  cooperation  of  all,  can 
secure  the  richest  and  fullest  blessings  which  the  object 
under  consideration  is  calculated  to  impart. 

The  teacher  should  earnestly  ask  what  he  can  do  to 
awaken  a  proper  degree  of  interest  on  the  part  of  the 
pupils  and  parents,  with  whom  and  for  whom  he  is  called 
to  labor.  It  will  be  my  endeavor  in  this  chapter  to 
make  a  few  suggestions  in  reference  to  this  point : 

I.  By  possessing  and  exercising  the  qualifications 
previously  named,  and  having  a  heart  truly  alive  to 
the  duties  and  responsibilities  of  his  vocation. 

Unless  teachers  possess  the  requisite  moral  and  literary 
qualifications,  together  with  a  well-disciplined  faculty  of 
imparting  instruction  to  others,  it  will  be  in  vain  to 
attempt  to  awaken  and  continue  an  active  and  galutary 
interest  on  the  part  of  pupils  and  parents.  If  they  who 
assume  the  duties  of  the  teacher's  office  are  in  any  degree 
incompetent  in  their  qualifications  or  indifferent  in  their 


120  COMMON   SCHOOL   EDUCATION. 


INTEREST    IN    LESSONS. 


feelings,  that  incompetency  or  that  indifference  will 
surely  be  felt  by  all  with  whom  they  may  come  in  con- 
tact. The  instructor  is,  or  should  be,  the  fountain  from 
whose  resources  the  pupils  may  obtain  their  supplies ; 
and,  if  those  supplies  are  insufficient  in  quantity,  or 
impure  in  quality,  the  recipients  will,  most  certainly, 
suffer  therefrom. 

The  teacher  should  have  a  just  appreciation  of  the 
nature  of  the  work  he  is  called  to  perform.  As  he  meets 
his  pupils,  from  day  to  day,  he  should  not  only  strive  to 
supply  their  minds  from  his  own  well-stored  mind,  but 
he  should,  at  all  times,  furnish  them  the  benefit  of  a  good 
example.  Kind,  gentle,  affectionate,  firm, —  he  must,  in 
all  particulars,  and  on  all  occasions,  give  the  clearest 
evidence  that  he  is  a  man, —  a  man  possessed  of  manly 
feelings,  and  influenced  by  manly  motives, —  a  man 
with  a  heart  alive  to  their  interests,  and  ever  ready  to 
administer  to  their  wants  and  promote  their  true  hap- 
piness. And  how  shall  he  do  this  1 

1.  By  manifesting  an  intelligent  and  active  inte- 
rest in  all  their  studies. 

Many  of  the  exercises  of  the  school- room  are,  in  them- 
selves, of  a  monotonous  and  uninteresting  character  ;  and 
after  all  that  has  been  said  in  relation  to  making  them 
easy  and  attractive,  it  is,  nevertheless,  true,  that  a  good 
and  thorough  education  cannot  be  acquired  without  much 
patient  and  laborious  application  and  effort,  on  the  part 
of  pupils.  The  teacher  may  do,  and  should  do,  much  to 
aid  and  cheer  them  on,  and  thus  render  their  tasks  more 
interesting ;  but  he  cannot  perform  their  work  for  them. 
One  of  the  most  common,  and  one  of  the  most  erroneous, 
notions  of  the  present  day,  is,  that  every  lesson  must  be 


TC    INTEREST   PUPILS.  i'2L 


THE  OBJECT  TO  BE  KEPT  IN  VIEW. 


made  perfectly  simple,  easy,  and  pleasant,  for  the  learner. 
The  truth  is,  that  it  is  impossible  to  make  all  lessons  and 
school-exercises  easy  and  simple  ;  and  he  who  attempts 
to  do  so  will  have  a  school  of  simpletons.  In  obtaining 
an  education,  there  must  be  hard  study,  and  close,  self- 
denying  application.  The  scholar  should  be  made  to 
feel  this  in  the  outset  ;  and  he  may  feel  it  and  still 
strive  with  pleasure,  —  for  the  "pursuit  of  knowledge 
under  difficulties  "  is  not  without  the  highest  pleasure, 
especially  when  the  noble  results  of  its  attainment  are 
kept  properly  and  distinctly  before  the  mind.  The  main 
thing  is,  to  inspire  one  with  a  feeling  that  a  certain  object 
is  truly  desirable  and  valuable  ;  and  then  it  matters  not 
what  difficulties  are  in  the  way,  —  they  will  be  readily 
encountered,  quickly  overcome  ;  and  the  pleasure  attend- 
ing the  attainment  of  the  object  will  be  greatly  enhanced 
by  the  very  obstacles  surmounted  in  securing  it.  It  is 
so  with  the  young,  no  less  than  with  those  of  maturer 
years. 

A  few  years  ago,  intelligence  came  that  rich  and  exten- 
sive mines  of  the  riches  which  perish  with  the  using 
had  been  discovered  upon  our  far-off  western  borders  ; 
and  when  it  once  became  certain  that  the  precious  metal 
abounded  in  those  distant  regions,  neither  the  endear- 
ments of  home,  perils  by  land  and  perils  by  sea.  nor 
hardships  to  be  encountered  and  privations  to  be  endured 
of  the  severest  nature,  could  deter  vast  multitudes  from 
thronging  our  Pacific  shores.  And,  so  long  as  it  shall 
be  probable  that  the  fine  gold  abounds  there,  there  will 
be  no  lack  of  willing  pilgrims  to  the  spot,  though  it  may 
be  necessary  for  them,  at  almost  every  step,  to  pass  the 
bones  or  the  graves  of  those  who  have  perished  by  the 
11 


122  COMMON   SCHOOL   EDUCATION. 


MAKE   THE    SCHOOL-ROOM    PLEASANT. 


way.  And  men  are  wanted  for  teachers  who  will,  by 
holding  before  the  minds  of  the  young  fair  prospects  of  a 
rich  harvest  of  more  durable  and  satisfying  riches  than 
any  earthly  El  Dorado  can  give,  incite  them  to  those 
habits  of  diligence,  application,  and  perseverance,  which 
will  secure  to  them  prizes  of  inestimable  worth.  The 
teacher  should  endeavor  constantly  and  earnestly  to 
impress  the  minds  of  his  pupils  with  a  just  sense  of  the 
greatness  of  the  work  to  be  accomplished,  and  of  the 
intrinsic  value  of  the  object  to  be  obtained.  He  should 
aim  to  inspire  them  with  confidence  in  their  own  abilities, 
and  encourage  them  to  persevere  cheerfully  in  the  pur- 
suit of  knowledge,  and  lead  them  to  feel  that  the  greatest 
happiness  will  come  from  surmounting  the  most  formid- 
able difficulties.  By  presenting  to  their  minds,  as  clearly 
as  may  be,  the  goal  to  be  reached,  and  the  value  of  the 
prize  to  be  won,  he  may  do  much  to  incite  them  on  with 
vigor  and  zeal  in  the  race  before  them.  But,  aside  from 
this,  he  may  do  much  to  make  the  dullest  exercises  invit- 
ing, and  throw  a  cheerful  interest  around  recitations  of 
themselves  monotonous  and  void  of  interest.  By  judicious 
explanations  and  well-selected  anecdotes,  he  may  do  much 
to  animate  and  enliven  the  heart  of  the  otherwise  dispir- 
ited pupil,  and  lead  him  to  press  on  with  a  hopeful, 
buoyant,  and  happy  spirit. 

2.  By  making  the  school-room  cheerful  and  at- 
tractive. 

It  is  for  the  teacher,  mainly,  to  determine  what  kind 
of  atmosphere  shall  pervade  the  school- room.  It  will, 
indeed,  be  precisely  what  he  shall  decide  to  make  it.  If 
he  enters  the  school  with  a  gloomy  or  morose  counte- 
nance, and,  while  in  it,  indulges  in  feelings  of  petulance, 


HOW    TO    INTEREST    PUPILS.  128 


CORRECT   MORAL   TONE. 


or  manifests  a  discontented,  captious  or  capricious  spirit, 
his  pupils  will  surely  be  restless,  fretful,  and  trouble- 
some. But,  on  the  other  hand,  if  he  wears  a  cheerful 
countenance,  and  exhibits  a  patient,  mild,  and  happy 
frame  of  mind,  with  a  corresponding  kindness  in  his 
tone,  expression,  and  movements,  he  will  do  much  to 
make  the  school-room  pleasant,  and  the  pupils  contented 
and  happy.  I  Avould,  therefore,  urge  upon  the  teacher 
the  importance  of  cultivating  and  exhibiting  all  those 
kindly  feelings  and  traits  of  the  heart  which  prove  a  rich 
adornment  to  the  whole  life  and  character,  rendering 
their  possessor  a  more  agreeable  companion,  and  a  more 
useful  citizen.  He  should  always  strive  so  to  present 
himself  before  them,  in  every  act,  word,  and  expression, 
as  to  prove  a  worthy  pattern  for  imitation,  ever  remem- 
bering, that  "  as  is  the  teacher,  so  will  be  the  pupils." 

3.  By  promoting  a  healthy  moral  tone  among  his 
pupils,  the  teacher  Witt  create  an  interest  in  school 
duties. 

To  live  wisely  and  well,  and  possess  a  happy  and 
cheerful  disposition,  one  should  have  some  just  apprecia- 
tion of  life's  great  end,  with  a  strong  desire  rightly  to 
perform  all  its  duties,  and  submissively  to  bear  its  tri- 
als. Hence,  the  teacher  should  make  it  a  prominent 
point,  to  impress  upon  his  pupils  the  vastness  of  the 
object  for  which  they  live.  He  should  bring  before  their 
minds,  as  distinctly  and  forcibly  as  may  be,  the  nature 
of  their  relations  to  each  other,  to  the  community,  and  to 
their  Creator,  and  hold  up  to  their  view  the  duties  and 
responsibilities  resting  upon  every  citizen.  He  should  do 
what  he  can  to  cause  them  to  feel  that  true  goodness  and 
true  happiness  are  inseparable ;  and  that  the  more  they 


124  COMMON    SCHOOL    EDUCATION. 


INTEREST    IN    AMUSEMENTS. 


strive  to  perform  faithfully  every  duty,  as  pupils, —  the 
more  they  do  to  promote  the  good  of  their  companions, 
parents,  and  all  with  whom  they  may,  in  any  way,  be 
associated, —  the  greater  will  be  their  own  true  happiness 
and  usefulness.  He  should,  by  precept  and  by  example, 
lead  them  to  love  and  regard  truth  and  honesty,  and 
cherish  and  cultivate  every  moral  and  kindly  feeling  of 
the  heart,  and  to  exercise  that  pleasant  and  courteous 
deportment  which  will  make  them  more  agreeable  and 
useful  in  every  relation  of  life.  Indeed,  that  teacher  who 
succeeds  in  establishing  a  sound  moral  tone  among  his 
pupils,  will^  find  no  difficulty  in  securing  the  best  and 
strongest  cooperation  of  parents  and  pupils. 

4.  By  manifesting  a  judicious  interest  in  the  inno- 
cent recreations  of  his  pupils,  and  by  exhibiting  a 
true  sympathy  with  them  in  all  their  trials,  the 
teacher  may  enlist  their  feelings  in  favor  of  school 
duties. 

The  mind  is  ever  active ;  and,  in  the  period  of  youth, 
when  life's  cares,  anxieties,  and  duties  are  few,  it  most 
readily  engages  in  the  amusements  of  childhood.  With 
a  peculiar  buoyancy  of  spirit  do  the  young  participate  in 
youth's  sports ;  and  it  becomes  those  who  have  the  over- 
sight of  them,  whether  as  parents  or  teachers,  to  do  what 
they  can  to  modify  and  control  what  it  would  be  equally 
impolitic  and  impossible  to  prevent.  Let  them  aim  to 
cultivate  in  children  a  taste  for  those  recreations  which 
are  not  only  innocent  in  themselves,  but  harmless  in  their 
tendency.  It  is  too  often  the  case  that  adults  express  no 
interest  in  boyhood's  sports,  and  speak  of  them  as  purely 
mischievous  and  annoying.  If,  however,  a  teacher  would 
gain  the  affections  and  secure  the  interest  of  his  pupils, 


HOW   TO    INTEREST    PARENTS.  125 


THE   SPORTS    OF    PUPILS. 


he  should  not,  with  repulsive  and  forbidding  looks,  pass 
by  their  amusements.  He  should  not  forget  that  he  was 
once  young,  and  engaged  with  earnest  delight  in  the 
same  merry  games  which  now  so  fully  engross  the  passing 
hour  of  his  pupils'  release  from  the  duties  of  the  school- 
room. Rather  should  he  gaze  with  a  smiling  countenance 
and  an  approving  expression,  and  thus  give  evidence  that 
he  takes  pleasure  in  all  their  rational  enjoyments.  He 
may  do.  and  should  do,  what  he  can  to  check  an  inordi- 
nate desire  for  amusements,  and  also  discountenance 
those  which  are,  in  any  degree,  immoral  or  hurtful  in 
their  tendencies.  In  relation  to  these,  as  in  reference  to 
their  school  duties,  let  him  give  assurance  that  he  is 
their  true  friend, —  ever  willing  and  ready  to  aid  them  in 
their  toils,  smile  upon  them  in  their  happy  and  joyous 
hours,  and  sympathize  with  them  in  all  their  trials  and 
difficulties.  He  will  thus  gain  an  influence  over  them 
by  which  he  may  easily  interest  them  in  the  exercises  of 
the  school-room,  and  by  which,  also,  his  own  labors  for 
them  will  prove  much  more  efficacious,  salutary,  and 
pleasant. 

I  have  thus  far  spoken  of  the  teacher  in  relation  to 
awakening  an  interest,  on  the  part  of  his  pupils,  and  now 
propose  to  designate  one  or  two  particulars  in  which  he 
may  awaken  parental  interest,  and  secure  parental  coop- 
eration. In  passing,  however,  it  may  be  observed,  that 
whatever  tends  to  interest  the  children  will,  most  surely, 
have  a  favorable  influence  upon  the  parents;  and  we 
may,  indeed,  say  it  is  impossible  to  obtain  a  right  feeling 
on  the  part  of  pupils,  without  securing  a  corresponding 
feeling  on  the  part  of  the  parents.  It  is  equally  true, 
that  whatever  may  incite  the  parents  to  judicious  feeling 
11* 


126  COMMON   SCHOOL   EDUCATION. 


MEANS   OF    INTERESTING    PAEENTS. 


and  right  action,  will  surely  cause  a  better  state  of  feeling 
with  the  pupils.  Hence,  whatever  may  be  suggested  as 
promotive  of  the  interest  of  either  party,  will  be,  in  a 
certain  sense,  beneficial  to  all  concerned.  Every  true, 
faithful,  and  devoted  instructor  will,  on  taking  charge  of 
a  school,  ask  himself,  "  What  can  I  do  to  promote  a  righ 
feeling,  and  secure  the  needed  cooperation  on  the  part  of 
the  parents  of  my  pupils  ?  "  I  answer : 

1.  Invite  them  to  meet  you,  on  some  evening,  in 
the  school-room,  for  the  purpose  of  considering  some 
of  the  mutual  duties  growing  out  of  your  relation  to 
them. 

It  is  very  desirable  that  the  teacher  should  embrace  an 
early  opportunity  to  make  known  to  those  among  whom 
he  is  called  to  labor  his  views,  feelings,  and  plans.  By 
so  doing,  most  of  the  difficulties  and  wrong  feeling  which 
often  exist  in  school-districts  will  be  prevented.  Indeed, 
nearly  every  trouble  could  be  avoided,  or  amicably  set- 
tled, if  the  parties  concerned  knew  each  other's  wishes, 
motives,  and  views.  The  most  ready  and  convenient 
way  for  the  teacher  to  gain  access  to  the  parents  is  that 
just  designated.  A  little  effort  will  secure  a  general 
gathering  of  the  parents,  and  afford  an  opportunity  for 
many  valuable  suggestions.  It  will  enable  the  teacher  to 
speak  familiarly  and  plainly  of  his  sphere  of  labors,  the 
nature  of  his  duties,  and  his  need  of  parental  aid  and 
sympathy.  He  may  call  their  attention,  as  clearly  and 
earnestly  as  may  be,  to  the  importance  of  regular  and 
seasonable  attendance ;  and,  if  possible,  lead  them  to  see 
and  feel,  that  no  pupil  can  excel  in  scholarship,  or  make 
much  progress,  who  is  often  absent  from  his  class.  He  may 
do  something,  if  devoted  to  his  vocation,  to  convince  his 


HOW   TO    INTEREST   PA11ENTS.  127 

VISITING    PARENTS   AT  THEIR   HOMES. 

patrons  that  he  desires  to  labor  with  them,  as  well  as  for 
them,  in  the  great  work  of  training  their  children  for 
usefulness,  respectability,  and  happiness, —  a  work  whose 
most  successful  prosecution  calls  for  union  of  purpose  and 
action  on  the  part  of  parents  and  teachers ;  and,  as  "  a 
house  divided  against  itself  cannot  stand,"  so  will  discord 
between  parents  and  teachers  prove  the  ruin  of  a  school 
He  should  solicit  their  earnest  and  constant  cooperation 
in  all  his  efforts,  not  only  to  form  studious  and  orderly 
habits  at  school,  but  also  in  all  his  attempts  to  promote 
obedience,  kindliness  of  feeling,  and  true  goodness.  An 
hour  judiciously  occupied,  in  the  free  and  plain  consider- 
ation of  school-room  duties,  and  of  the  various  particulars 
in  which  parents  may  render  the  teacher  most  essential 
aid,  cannot  fail  of  producing  results  truly  gratifying  and 
beneficial.  By  such  a  course,  most  parents  will  be  in- 
duced to  reflect,  and  act  with  new  interest  and  efficiency. 

2.  By  visiting  parents,  at  their  homes,  you  may 
do  much  to  promote  their  'interest  in  behalf  of  your 
efforts. 

That  teacher  who  would  discipline  and  instruct  his 
pupils  most  successfully  and  efficiently,  should  know 
much  of  individual  character,  condition,  and  peculiarities. 
As  no  two  pupils  are  constituted  precisely  alike,  or  simi- 
larly situated  in  reference  to  their  home  relations  and 
home  influences,  so  no  uniform  mode  of  discipline  and 
incitement  will  produce  uniform  and  similar  results  with 
different  pupils.  Hence  the  importance  of  a  clear  knowl- 
edge of  individual  temperament,  and  of  the  peculiar  home 
and  other  influences  that  bear  upon  each  pupil ;  and  in 
no  way  can  the  teacher  so  well  acquire  this  knowledge 
as  by  calling  upon  the  parents.  A  few  minutes'  conver- 


128  COMMON    SCHOOL    EDUCATION. 


PARENTS   SHOULD    VISIT   THE   SCHOOL. 


Bation  and  observation  at  the  fireside  will  afford  him  an 
amount  of  information  which  will  prove  highly  service- 
able, and,  at  the  same  time,  awaken  an  interest  in  both 
parents  and  pupils.  But.  that  the  results  of  such  visits 
may  prove  most  salutary  to  all  parties,  the  teacher  should 
communicate  freely  and  frankly  in  reference  to  the  de- 
portment and  progress  of  the  children  at  school.  If  they 
are  regular  and  constant  in  their  attendance,  diligent  and 
orderly  in  their  habits,  and  correct  in  their  recitations,  it 
should  be  so  stated,  both  for  their  credit  and  encourage- 
ment. But,  if  they  are  irregular  and  unseasonable  in 
their  attendance,  careless  and  disobedient  in  their  habits, 
and  idle  or  uninterested  in  their  studies,  it  should  be 
made  known,  without  reserve.  The  truth,  spoken  hon- 
estly and  kindly,  will  do  good ;  and,  when  pupils  find 
that  frequent  interviews  take  place  between  their  parents 
and  teacher,  which  are  improved  in  the  discussion  of 
their  conduct,  habits,  and  progress,  they  will,  in  most 
cases,  be  incited  to  greater- care  and  diligence,  in  order 
that  a  good  report  may  always  be  made  to  parents  and 
friends. 

3.  By  inviting  parents  to  make  occasional  visits  to 
the  school,  you  may  promote  the  interest  of  all. 

A  little  effort,  on  the  part  of  the  teacher,  will  induce 
the  parents  to  call  at  the  school-room,  for  the  purpose  of 
listening  to  the  recitations,  and  witnessing  the  regular 
exercises  of  the  pupils.  Such  visits  will  cheer  and  stim- 
ulate the  pupils,  encourage  the  instructor,  and  interest 
those  who  make  them.  When  scholars  feel  that  some 
of  the  parents  may  be  present  to  listen  to  their  recita- 
tions, they  will  be  prompted  to  study  more  diligently, 
that  they  may  have  no  occasion  for  shame  when  called 


HOW    TO    INTEREST    PARENTS.  129 


THE   TEACHER   SHOULD    I'ERSEVERE. 


upon  to  exhibit  the  fruits  of  their  labor.  Indeed,  no 
course  can  be  adopted  which  will  exert  an  influence  so 
salutary  and  efficient  upon  all  parties, —  at  once  awaken- 
ing, as  it  will,  new  interests,  and  imparting  new  informa- 
tion in  relation  to  school  and  school  duties. 

It  may  be  said  that  the  positions  I  have  taken  will 
impose  too  great  a  burden  upon  the  teacher.  It  is  true 
that  the  work  is  great  and  the  burden  heavy.  But  we 
assume  that  the  teacher  must  take  the  lead  in  the  whole 
business,  because  his  very  occupation  causes  him  to  see 
and  feel  the  true  state  of  affairs  more  clearly  than  any 
others  can  do.  If  parents  and  children  are  indifferent,  or 
entertain  erroneous  views  and  feelings,  the  teacher  must 
labor  to  interest  and  enlighten  them.  To  complain  of 
their  indifference  or  neglect,  will  do  no  good ;  and  those 
teachers  who  are  constantly  complaining  of  the  apathy  or 
opposition  of  parents,  are  only  doing  that  which  will 
tend  to  alienate  feelings,  and  make  bad  matters  worse. 
The  wise,  faithful,  and  j  udicious  teacher  will  endeavor  to 
ascertain  the  true  condition  of  affairs ;  and,  while  he 
makes  the  best  of  present  circumstances,  he  will  strive, 
earnestly  and  constantly,  to  remove  existing  evils,  miti- 
gate what  cannot  be  wholly  avoided,  and,  in  every  way, 
endeavor  to  promote  the  highest  good  of  parents  and 
pupils ;  ever  feeling,  that  the  greater  the  difficulties,  the 
more  need  there  is  of  patient  and  persevering  labor.  If 
time  and  strength  fail  of  his  accomplishing  all  that  we 
have  suggested,  let  him  aim  at  a  near  approximation ; 
and  in  the  conscientious  discharge  of  all  incumbent  duties 
he  will  do  much  good,  and  secure  a  rich  and  never-fail- 
ing reward.  "  Let  us  not  be  weary  of  well-doing,  for  in 
due  season  we  shall  reap,  if  we  faint  not." 


CHAPTER   XVII. 

MORAL     INSTRUCTION. 

IT  is  to  be  feared  that  the  importance  of  judicious 
moral  training  has  not  yet  been  properly  appreciated. 
Unless  the  book-instruction  of  the  school -room  is  accom- 
panied by  a  wise  cultivation  and  discipline  of  the  suscep- 
tibilities of  the  heart,  it  may  prove  a  curse,  instead  of  a 
blessing.  "  The  human  body  may  attain  its  noblest  per- 
fection of  health  and  strength,  the  observation  may  be 
acute,  the  intellect  profound,  the  imagination  rich  ;  and 
yet  these  varied  and  glorious  pOAvers  be  turned  to  evil. 
Strength  may  support  tyranny,  acuteness  and  depth 
raise  up  obstacles  to  truth,  and  imagination  spend  its 
gorgeous  eloquence  in  the  service  of  the  basest  vices. 
The  work  is  incomplete,  if  the  moral  nature  remains  un- 
cultivated. Physical  and  intellectual  education  aim  at 
the  perfection  of  the  instruments,  which  may  become 
splendid  implements  of  evil,  if  moral  education  does 
not  succeed  in  regulating  the  power  which  is  to  use 
them." 

Every  faithful  teacher  will  esteem  it  a  duty  and  priv- 
ilege to  do  what  he  can  in  cultivating  the  moral  feelings 
of  his  pupils,  and  calling  into  full  action  the  kindlier 
affections  of  their  hearts.  His  situation  will  enable  him 
to  do  much,  and  a  true  sense  of  his  responsibility  will 
lead  him  to  a  wise  improvement  of  every  fitting  opportu- 
nity. It  is  often  the  case  that  teachers  are  too  formal 


MORAL   INSTRUCTION.  131 

A   RIGHT    TIME    FOR   MORAL   IMPRESSIONS. 

and,  perhaps,  I  may  add,  too  arbitrary,  in  their  efforts 
to  impart  moral  instruction,  and  cultivate  the  nobler  ele- 
ments of  their  natures.  They  seem  to  imagine  that  a 
certain  amount  must  be  done  daily,  and  at  a  set  time, 
regardless  of  circumstances.  Some  are  in  the  habit  of 
devoting  a  portion  of  time,  just  previous  to  the  hour  of 
dismission,  to  a  sort  of  lecture  on  moral  philosophy.  This" 
is  certainly  a  very  unfavorable  season ;  for  the  children 
will  feel  more  anxious  to  get  released  from  the  school- 
room, than  willing  to  listen  to  a  homily  on  morality. 

If  the  teacher  would  effectually  impart  moral  instruc- 
tion, and  awaken  religious  feeling,  he  must  be  wise  in  the 
selection  of  his  topics,  and  wise  in  the  choice  of  the 
time  for  their  presentation.  Every  true  teacher  may, 
almost  every  hour  of  nearly  every  day  of  the  year,  find 
proper  occasions  for  saying  a  few  words,  and  making  the 
right  impression.  He  should  seize  upon  every  favoring 
circumstance  for  enforcing  a  just  appreciation  of  every- 
thing that  is  lovely  and  of  good  report,  and  a  true 
abhorrence  of  wrong  in  every  form  in  which  it  may 
appear.  He  may,  at  times,  convince  them  of  the  truth 
of  the  couplet, 

"  Vice  is  a  monster  of  so  frightful  mien, 
As,  to  be  hated,  needs  but  to  be  seen." 

I  would,  then,  repeat  that  the  instructor  should  seek 
for  the  right  times  for  making  good  moral  impressions  ; 
seasons  in  which  the  minds  of  the  pupils  and  attendant 
circumstances  shall  be  favorable. 

"  If  advice  we  would  convey, 
There 's  a  time  we  should  convey  it : 
If  we '  ve  but  a  word  to  say, 
There  's  a  time  in  which  to  say  it" 


1S2  COMMON    SCHOOL    EDUCATION. 

A    METHOD   ADOPTED   BY    MK.    OLIVER. 

The  following  cases  will  illustrate  more  clearly  the 
ideas  I  would  convey.  The  first  is  a  truthful  narrative 
of  an  occurrence  within  the  experience  of  Mr.  Oliver, 
who  was  for  many  years  a  highly  popular  and  successful 
instructor  in  Salem.  It  will  speak  for  itself.  The  story 
is  related  by  Mr.  Oliver,  whose  father  was  the  clergyman 
referred  to. 

"  Young  people  commit  more  faults  from  thoughtless- 
ness than  from  intent  to  do  wrong ;  and  want  of  reflection 
leads  children  astray  much  oftener  than  want  of  princi- 
ple. Indifference  to  the  feelings  of  the  aged,  a  proneness 
to  make  light  of  peculiarities  which  they  may  possess, 
and  even  to  ridicule  their  infirmities,  are,  however,  too 
often  indulged  in  by  the  young ;  and,  in  the  excitement 
of  the  momentary  gratification  which  such  merriment 
may  produce,  all  thought  of  the  wrong,  and  all  sense  of 
the  right,  are  equally  forgotten.  The  proverb  of  the 
wisest  man  saith,  '  The  glory  of  young  men  is  their 
strength  ;  and  the  beauty  of  old  men  is  the  gray  head.' 
The  strength  of  the  young  should  protect  and  defend  the 
beauty  of  the  old. 

"  The  hoary  head  should  ever  be  respected,  whatever 
may  be  the  outward  condition  of  its  possessor ;  »and 
neither  sport  nor  ridicule  should  be  thrown  upon  him 
whose  enfeebled  strength  scarce  suffices  to  bear  the 
weight  of  the  many  years  with  which  time  has  burdened 
him. 

"  The  following  narrative,  which  is  strictly  true,  illus- 
trates what  has  been  observed,  and  proves  that  the  just 
recompense  of  a  thoughtless  fault  may  be  more  speedily 
repaid,  to  those  who  commit  it.  than  may  be  either  ex- 
pected or  desired  by  them.  The  common  saying,  of 


MORAL    INSTRUCTION.  133 


THE    SLEIGH-RIDE. 


'  waking  up  the  wrong  passenger,'  is  peculiarly  applica- 
ble to  the  case. 

"  In  one  of  the  most  populous  cities  of  New  England, 
a  short  time  since,  a  party  of  lads  —  all  members  of  the 
same  school  —  got  up  a  grand  sleigh- ride.  There  were 
about  twenty-five  or  thirty  boys  engaged  in  the  frolic. 
The  sleigh  was  drawn  by  six  gray  horses.  The  afternoon 
was  as  beautiful  as  anybody  could  desire,  and  the  merry 
group  enjoyed  themselves  in  the  highest  degree.  It  was 
a  common  custom  of  the  school  to  which  they  belonged, 
and,  on  previous  occasions,  their  teacher  had  accompanied 
them.  Some  engagement  upon  important  business;  how- 
ever, occupying  him,  he  was  not,  at  this  time,  with  them. 
It  is  quite  likely,  had  it  been  otherwise,  that  the  re- 
straining influence  of  his  presence  would  have  prevented 
the  scene  which  is  the  main  feature  of  the  present  story. 
On  the  day  following  the  ride,  as  he  entered  the  school- 
room, he  found  his  pupils  grouped  about  the  stove,  and  in 
high  merriment,  as  they  chatted  about  the  fun  and  frolic 
of  their  excursion.  He  stopped  a  while  arid  listened ; 
and,  in  answer  to  some  inquiries  which  he  made  about  the 
matter,  one  of  the  tads  —  a  fine,  frank,  and  manly  boy, 
whose  heart  was  really  in  the  right  place,  though  a  love 
of  sport  sometimes  led  him  astray  —  volunteered  to  give 
a  narrative  of  their  trip,  and  its  various  incidents. 

"  As  he  drew  near  the  end  of  his  story,  he  exclaimed, 
'0,  sir !  there  was  one  little  circumstance  which  I  had 
almost  forgotten  to  tell  you.  Toward  the  latter  part  of 
the  afternoon,  as  we  were  coming  home,  we  saw,  at  some 
distance  ahead  of  us,  a  queer-looking  affair  in  the  road. 
We  could  not  exactly  make  out  what  it  was.  It  seemed 
to  be  a  sort  of  half-and-half  monstrosity.  As  we  ap- 
12 


134  COMMON   SCHOOL    EDUCATION. 

THE  SCHOLAR'S  NARRATIVE. 

preached  it,  it  proved  to  be  a  rusty  old  sleigh  fastened 
behind  a  covered  wagon,  proceeding  at  a  very  slow  pace, 
and  taking  up  the  whole  road.  Finding  that  the  owner 
was  not  disposed  to  turn  out,  we  determined  upon  a  volley 
of  snow-balls  and  a  good  hurra. 

"  '  These  we  gave  with  a  relish;  and  they  produced  the 
right  effect,  and  a  little  more,  for  the  crazy  machine 
turned  out  into  the  deep  snow  by  the  side  of  the  road, 
and  the  skinny  old  pony  started  on  a  full  trot.  As  we 
passed,  some  one  of  us  who  had  the  whip  gave  the 
old  jilt  of  a  horse  a  good  crack,  which  made  him  run 
faster  than  he  ever  did  before.  I'll  warrant.  And  so, 
with  another  volley  of  snow-balls,  pitched  into  the  front 
of  the  wagon,  and  three  times  three  cheers;  we  rushed 
by.  With  that,  an  old  fellow  in  the  wagon,  who  was 
buried  up  under  an  old  hat,  and  beneath  a  rusty  cloak, 
and  who  had  dropped  the  reins,  bawled  out,  "  Why  do 
you  frighten  my  horse  1 "  "  Why  don't  you  turn  out, 
then  7  "  says  the  driver.  So  we  gave  him  three  rousing 
cheers  more.  His  horse  was  frightened  again,  and  ran 
up  against  a  loaded  team,  and,  I  believe,  almost  capsized 
the  old  creature.  And  so  we  left  him.' 

"  'Well,  boys,'  replied  the  instructor,  'that  is  quite 
an  incident.  But  take  your  seats,  and,  after  our  morning 
service  is  ended,  I  will  take  my  turn,  and  tell  you  a  story, 
and  all  about  a  sleigh-ride,  too  ! ' 

"  Having  finished  the  reading  of  a  chapter  in  the 
Bible,  and  after  all  had  joined  in  the  Lord's  Prayer,  he 
commenced  as  follows : 

"  '  Yesterday  afternoon,  a  very  venerable  and  respecta- 
ble old  man  —  and  a  clergyman  by  profession  —  was  on 
his  way  from  Boston  to  Salem,  to  pass  the  residue  of  the 


MORAL    INSTRUCTION.  135 


THE    TEACHER  S   STOKY. 


winter  at  the  house  of  his  son.  That  he  might  be  pre- 
pared for  journeying,  as  he  proposed  to  do  in  the  spring, 
he  took  with  him  his  light  wagon,  and,  for  the  winter,  his 
sleigh,  which  he  fastened  behind  the  wagon.  He  was, 
just  as  I  have  told  you,  very  old  and  very  infirm.  His 
temples  were  covered  with  thinned  locks,  which  the  frosts 
of  eighty  years  had  whitened.  His  sight,  and  hearing, 
too,  were  somewhat  blunted  by  age,  as  yours  will  be, 
should  you  live  to  be  as  old.  He  was  proceeding  very 
slowly  and  quietly,  for  his  horse  was  old  and  feeble,  like 
his  owner.  He  was  occupied  with  memories  of  the  past, 
and  his  thoughts  reverted  to  the  scenes  of  his  youth, 
when  he  had  perilled  life  in  fighting  for  the  liberties  of 
his  country  ; —  to  the  associates  of  his  college-days,  of 
whom  the  greater  part  "had  fallen  asleep"  in  death; — 
to  the  days  of  his  ministration  of  the  gospel  of  his  Divine 
Master,  both  in  the  church  of  his  people,  and  to  the 
heathen  of  a  remote  wilderness ;  —  to  the  scenes  of  ad- 
vanced years,  when  the  infirmities  of  age  were  pressing 
upon  him, —  and,  sadly  and  solemnly,  to  the  lamented 
dead  of  his  household  and  of  his  love,  long  since  "  buried 
out  of  his  sight;"  leading  the  way  to  that  better  world, 
from  which  he  himself  was  not  far  distant. 

"  '  While  thus  occupied,  almost  forgetting  himself  in 
the  multitude  of  his  thoughts,  he  was  suddenly  disturbed, 
and  even  terrified,  by  loud  hurras  from  behind,  and  by 
a  furious  pelting  and  clattering  of  balls  of  snow  and  ice 
upon  the  top  of  his  wagon.  In  his  trepidation,  he  dropped 
his  reins,  and,  as  his  aged  and  feeble  hands  were  quite 
benumbed  with  cold,  he  found  it  impossible  to  gather 
them  up,  and  his  horse  began  to  run  away.  In  the  midst 
of  all  the  old  man's  trouble  and  alarm,  there  rushed  by 


136  COMMON   SCHOOL    EDUCATION 

THE  TEACHER'S  STORY. 

him,  with  loud  shouts,  a  large  party  of  boys,  in  a  sleigto 
drawn  by  six  horses.  "  Turn  out,  turn  out,  old  fellow  !  — 
give  us  the  road,  old  boy  ! — what '11  you  take  for  your 
pony,  old  daddy  7  " — "  Go  it,  frozen-nose  ! '' — "What 's 
the  price  of  oats?"  were  the  various  cries  that  met  his  ears. 
"  Pray,  do  not  frighten  my  horse  ! "  exclaimed  the  infirm 
driver.  "  Turn  out,  then, —  turn  out!  "  was  the  answer, 
which  was  followed  by  repeated  cracks  and  blows  from 
the  long  whip  of  the  "grand  sleigh,"  with  showers  of 
snow-balls  and  three  tremendous  huzzas  from  the  boys 
who  were  in  it.  The  terror  of  the  old  man  and  of  his 
horse  was  increased,  and  the  latter  ran  away  with  him,  to 
the  imminent  danger  of  his  life.  He  contrived,  however, 
after  some  exertion,  to  secure  his  reins, — which  had  been 
out  of  his  hands  during  the  whole  affray, —  and  to  stop 
his  horse  just  in  season  to  prevent  his  being  dashed 
against  a  loaded  team.  As  he  approached  Salem,  he 
overtook  a  young  man  who  was  walking  toward  the  same 
place,  and  whom  he  invited  to  ride.  The  young  man 
alluded  to  the  grand  sleigh  which  had  just  passed,  which 
induced  the  old  gentleman  to  inquire  if  he  knew  who  the 
boys  were.  He  replied  that  he  did ;  —  that  they  all  be- 
longed to  one  school,  and  were  a  set  of  wild  fellows. 
"Aha!  "  exclaimed  the  former,  with  a  hearty  laugh, — 
for  his  constant  good-nature  had  not  been  disturbed,— 
"do  they,  indeed?  Why.  their  master  is  very  well  known 
to  me.  I  am  now  going  to  his  house,  and  I  rather  think 
I  shall  give  him  the  benefit  of  this  whole  story.''  A  short 
distance  brought  him  to  his  journey's  end — the  house  of 
his  son.  His  old  horse  was  comfortably  housed  and  fed, 
arid  he  himself  abundantly  provided  for.  That  son,  boys, 
is  your  instructor ;  and  that  aged  and  infirm  old  man, 


MORAL   INSTRUCTION.  137 


THE   RESULT  AND   SURPRISE. 


that  "old  fellow"  and  "old  boy"  (who  did  not  turn 
out  for  you,  but  who  would  have  gladly  given  you  the 
whole  road,  had  he  heard  your  approach)  ;  that  "old 
boy,"  and  "old  daddy,"  and  "  old  frozen-nose  ,"  waa 
your  master's  father ! ' 

"It  is  not  easy  to  describe,  nor  to  imagine,  the  effect 
produced  by  this  new  translation  of  the  boys'  own  narra- 
tive. Some  buried  their  heads  behind  their  desks ;  some 
cried ;  some  looked  askant  at  each  other ;  and  many 
hastened  down  to  the  desk  of  the  teacher,  with  apologies, 
regrets,  and  acknowledgments,  without  end.  All  were 
freely  pardoned ;  but  were  cautioned  that  they  should  be 
more  civil,  for  the  future,  to  inoffensive  travellers,  and 
more  respectful  to  the  aged  and  infirm. 

"  Years  have  passed  by.  Most  of  the  lads  are  men, — 
though  some  have  found  an  early  grave.  The  '  manly 
boy '  who  told  the  story  'is  'in  the  deep  bosom  of  the 
ocean  buried.'  They  who  survive,  should  this  meet  their 
eye,  will  easily  recall  its  scenes,  and  throw  their  memo- 
ries back  to  the  school-room  wherein  we  passed  so  many 
pleasant  hours  together,  and  to  their  old  friend  and  well- 
wisher,  H.  K.  OLIVER." 

Another  illustration  of  the  manner  in  which  a  deep 
impression  may  be  made  is  the  following,  taken  from  the 
"  Theory  and  Practice  of  Teaching,"  a  work  written  by 
that  distinguished  instructor,  the  late  D.  P.  PAGE.  The 
volume  is  replete  with  good  sense  and  sound  views,  and 
should  be  in  the  library  of  every  teacher  and  friend  of 
education : 

"I  can  never  forget  —  nor  would  I,  if  I  could  —  ;v 
lesson  impressed  upon  my  own  youthful  mind,  conveying 
the  truth  that  we  are  constantly  dependent  upon  our 


138  COMMON   SCHOOL   EDUCATION. 


AN    ILLUSTRATION    FROM    MR.    PAGE. 


heavenly  Father  for  protection.  In  a  plain  country 
school-house,  some  twenty-five  children,  including  my- 
self, were  asserr  bled,  with  our  teacher,  on  the  afternoon 
of  a  summer's  day.  We  had  been  as  happy  and  as 
thoughtless  as  the  sportive  lambs  that  cropped  the  clover 
of  the  neighboring  hill-side.  Engrossed  with  study  or 
play, —  for  at  thi.-i  distance  of  time  it  is  impossible  to  tell 
which, —  we  had  not  noticed  the  low  rumbling  of  the 

/  o 

distant  thunder,  till  a  sudden  flash  of  lightning  arrested 
our  attention.  Immediately  the  sun  was  veiled  by  a 
cloud,  and  a  corresponding  gloom  settled  upon  every  face 
Avithin.  The  elder  girls,  with  the  characteristic  thought- 
fulness  of  woman,  hastily  inquired  whether  they  should 
not  make  the  attempt  to  lead  their  younger  brothers  and 
sisters  to  the  paternal  roof  before  the  bursting  of  the 
storm.  For  a  moment,  our  little  community  was  thrown 
into  utter  confusion.  The  teacher  stepped  hastily  to  the 
door,  to  survey  more  perfectly  the  aspect  of  the  western 
heavens.  Immediately  returning,  he  signified  to  the 
children  that  there  would  not  be  time  for  them  to  reach 
their  homes  before  the  tempest  would  be  upon  them. 
Oppressed  with  dread, —  for  it  is  no  uncommon  thing  for 
children  in  the  country  to  be  terrified  by  lightning, — 
some  of  the  youngest  of  us  clung  to  our  older  brothers  or 
sisters,  while  others,  being  the  sole  representatives  of 
their  family  in  the  school,  for  the  first  time  felt  their 
utter  loneliness  in  the  midst  of  strangers,  and  gave  utter- 
ance to  their  feelings  in  audible  sighs  or  unequivocal  sobs. 
"  The  teacher,  meanwhile,  with  an  exemplary  calmness 
and  self-possession,  closed  the  windows  and  the  doors, 
and  then  seated  himself  quite  near  the  younger  pupils,  to 
await  the  result.  The  thick  darkness  gathered  about  us. 


MORAL    INSTRUCTION.  189 


THE   TEMPEST. 


as  if  to  make  the  glare  of  the  lightning,  by  contrast, 
more  startling  to  our  vision;  while  the  loud  thunder 
almost  instantly  followed,  as  it  were  the  voice  of  God. 
The  wind  howled  through  the  branches  of  a  venerable 
tree  near  by,  bending  its  sturdy  trunk,  and  threaten- 
ing to  break  asunder  the  cords  which  bound  it  to  its 
mother  earth.  An  angry  gust  assailed  the  humble  build- 
ing where  we  were  sheltered ;  it  roared  down  the  capa- 
cious chimney,  violently  closed  a  shutter  that  lacked  a 
fastening,  breaking  the  glass  by  its  concussion,  and  almost 
forced  in  the  frail  window-sashes  on  the  western  side  of 
the  room.  Quicker  and  more  wild  the  lightnings  glared, 
flash  after  flash,  as  if  the  heavens  were  on  fire ;  louder 
and  nearer  the  thunder  broke  above  our  heads ;  while 
the  inmates  of  the  room,  save  the  teacher,  were  pale  with 
terror.  At  this  moment,  there  was  a  sudden  cessation 
of  the  war  of  elements  —  a  hush  —  almost  a  prophetic 
pause !  It  was  that  brief  interval  which  precedes  the 
falling  torrent. 

"  A  dread  stillness  reigned  within  the  room.  Every 
heart  beat  hurriedly,  and  every  countenance  told  the 
consternation  that  was  reigning  within.  It  was  an  awful 
moment !  With  a  calm  voice,  breathing  a  subdued  and 
confiding  spirit,  the  teacher  improved  this  opportunity  to 
impress  upon  our  young  minds  a  great  truth.  '  Fear 
not,  children,'  said  he ;  'it  is  your  heavenly  Father  that 
sends  the  storm,  as  well  as  the  sunshine  and  the  gentle 
breeze.  You  have  been  just  as  much  in  his  power  all 
day  as  you  are  at  this'  moment.  He  has  been  as  near 
you,  supporting  you,  supplying  you  with  breath,  with 
life,  all  through  the  pleasant  morning ;  but  then  you  did 
not  see  him  He  is  just  as  able  to  protect,  you  now  ;  for 


140  COMMON    SCHOOL    EDUCATION. 

THE   STORM   CEASES.  A    PSALM    IS    READ. 

"not  a  sparrow  falls  to  the  ground  without  his  notice," 
and  he  ruleth  the  storm,  and  "  rideth  upon  the  wings  of 
the  wind."  We  should  ever  feel  willing  to  trust  him, 
for  he  is  ever  able  to  grant  us  deliverance  from  all  our 
dangers.  God  is  here  now  to  protect  us.'  Just  as  he 
had  finished  these  words,  the  rain  began  to  fall.  First, 
the  drops  were  few  and  scattered ;  but  soon  the  windows 
of  heaven  were  opened,  and  the  thirsty  ground  was 
abundantly  satisfied.  The  sound  of  the  thunder  became 
fainter  and  fainter  as  the  cloud  passed  away ;  the  sun 
burst  out  again  in  renewed  splendor ;  the  full  drops  glit- 
tered in  his  beams  upon  the  grass  ;  the  birds  began  their 
songs ;  the  rainbow  spanned  the  eastern  hills ;  and  our 
hearts,  taught  by  the  timely  instructions  of  a  good  man, 
began  to  expand  with  eager  gratitude  for  our  preservation 
by  the  hand  of  our  heavenly  Father. 

' '  The  remainder  of  the  afternoon  passed  happily  away ; 
and,  when  our  books  were  laid  aside,  and  we  were  ready 
to  burst  out  of  the  room  to  enjoy  the  refreshing  air  and 
participate  in  the  general  joy,  the  teacher,  taking  the 
Bible  from  the  desk,  asked  us  to  remain  quiet  a  moment, 
while  he  would  read  a  few  words  that  he  hoped  we 
should  never  forget.  The  passage  was  the  following, 
from  the  65th  Psalm : 

"  '  By  terrible  things  in  righteousness  wilt  thou  answer 
us,  0  God  of  our  salvation ;  who  art  the  confidence  of  all 
the  ends  of  the  earth,  and  of  them  that  are  afar  off  upon 
the  sea : 

"  '  Which  by  his  strength  setteth  fast  the  mountains 
being  girded  with  power : 

"  '  Which  stilleth  the  noise  of  the  seas,  the  noise  of 
their  waves,  and  the  tumult  of  the  people. 


MORAL   INSTRUCTION.  141 


CONFIDENCE    IN    GOD    URGED. 


"  '  They  also  that  dwell  in  the  uttermost  parts  are 
afraid  at  thy  tokens :  thou  makest  the  outgoings  of  the 
morning  and  evening  to  rejoice. 

"  'Thou  visitest  the  earth,  and  waterest  it;  thou 
greatly  enrichest  it  with  the  river  of  God,  which  is  full 
of  water ;  thou  preparest  them  corn,  when  thou  hast  so 
provided  for  it. 

"  '  Thou  waterest  the  ridges  thereof  abundantly  ;  thou 
settlest  the  furrows  thereof;  thou  makest  it  soft  with 
showers ;  thou  hlessest  the  springing  thereof : 

"  '  Thou  crownest  the  year  with  thy  goodness ;  and 
thy  paths  drop  fatness. 

"  'They  drop  upon  the  pastures  of  the  wilderness; 
and  the  little  hills  rejoice  on  every  side. 

' '  '  The  pastures  are  clothed  with  flocks ;  the  valleys 
also  are  covered  over  with  corn ;  they  shout  for  joy,  they 
also  sing.' 

"  After  closing  the  book,  the  teacher  said,  '  Go  out, 
now,  children,  and  witness  -how  perfectly  these  words 
have  been  fulfilled  toward  us  this  afternoon ;  and,  from 
this  day's  mercies,  learn  hereafter  to  trust  God  as  confi- 
dently in  the  storm,  when  he  displays  his  power  by  his 
outward  "tokens,"  as  when  he  kindly  smiles  upon  you 
in  the  beams  of  the  glorious  sun,  or  gently  breathes  upon 
you  in  the  morning  breeze.'  "We  went  forth,  bounding 
in  gladness  and  gratitude,  and  saw  the  '  outgoings  of  the 
evening  to  rejoice,'  'the  pastures  clothed  with  flocks.' 
' the  valleys  covered  over  with  corn,'  'the  little  hills 
rejoicing  on  every  side,' — we  heard,  also,  the  general 
shout  for  joy  ;  an  I  we  felt,  as  we  never  before  had  felt, 
a  deep,  thorough,  abiding  conviction  of  the  truth  that 
God  is  our  fftW  >»)d  our  friendi  —  the  God  of  our  sal* 


142  COMMON    SCHOOL    EDUCATION, 


THE    INSANE    OLD    MAN. 


vatlon.  I  know  not  how  soon  these  impressions  faded 
from  the  minds  of  the  other  children ;  but  for  myself  1 
can  say,  that,  from  that  time  to  the  present,  whenever  I 
have  been  exposed  to  apparent  danger  from  the  impend- 
ing tempest,  the  warring  elements,  or  the  ravages  of 
disease,  the  teachings  of  that  hour  have  always  revived 
in  my  mind  to  soothe  my  troubled  spirit,  and  to  reassure 
my  faith  and  confidence  in  the  presence  of  an  all-sufficient 
and  merciful  Preserver.  A  thousand  times  have  I  de- 
voutly blessed  the  memory  of  that  faithful  teacher,  for 
having  so  early  and  so  happily  turned  my  thoughts 
upward  to  HIM  in  whom  '  we  live,  and  move,  and  have 
our  being.'  ' 

A  certain  teacher,  on  his  way  to  the  school -room,  one 
morning,  saw  several  of  his  pupils  collected  around  an 
insane  old  man  in  the  streets,  making  themselves  bois- 
terously merry  at  his  condition,  and  doing  much  to  increase 
his  excitement.  He  did  not  stop,  as  some  would  have 
done,  to  utter  commands  and  threats,  but  passed  quietly 
to  the  place  of  his  labors,  and  quickly  summoned  the 
scholars,  by  the  usual  signal,  to  assemble.  At  a  suitable 
time,  after  the  opening  of  the  school,  he  called  for  their 
attention,  and  addressed  them  in  substance  as  follows : 
"My  young  friends. —  I  was  much  pained,  a  short  time 
ago,  in  witnessing  a  crowd  of  boys  making  themselves 
merry  at  the  unfortunate  condition  of  an  old  man.  It 
would  have  been  a  painful  sight  under  any  circumstances, 
but  it  was  peculiarly  so  in  this  instance,  as  the  boys  were 
members  of  this  school,  and  most  of  them  were  boys  of 
good  character,  good  feeling,  and.  generally,  of  good 
intentions, —  boys  from  whom  I  expected  much  by  way 
of  good  example  and  good  influence. 


MORAL   INSTRUCTION.  141 

THE  TEACHER'S  REMARKS. 

"  That  old  man,  now  so  decrepit  in  body  and  shattered 
in  intellect,  was  once  a  happy  school-boy, —  the  joy  of 
his  parents  and  friends.  He  grew  to  manhood,  and  was, 
for  many  years,  an  upright,  virtuous,  respected,  and 
useful  citizen.  He  did  much  for  the  improvement  of 
this,  his  native  town, —  much  to  make  your  early  advan- 
tages and  privileges  superior  to  his.  By  the  hand  of 
Providence,  and  not  from  errors  of  his,  has  his  reason 
been  dethroned,  and  he  now  wanders  a  harmless  maniac, 
—  a  fit  object  of  pity  for  every  one.  He  has  sons  and 
daughters,  who  feel  deeply  for  him ;  many  friends,  who 
lament  his  sad  condition.  How,  think  you,  they  would 
have  felt,  if  they  had  witnessed  what  I  saw  1  Would  it 
not  have  caused  their  hearts  to  ache  and  grieve  afresh  ? 
How,  my  dear  young  friends,  would  you  have  felt,  if 
that  man  had  been  your  father  7  Could  you  or  would 
you  have  acted  as  you  did  ?  I  know  you  would  not.  It 
would  almost  break  your  hearts  to  see  a  fond  parent  thus 
treated.  Bereft  of  reason,  that  poor  old  man  says  and 
does  what  he  would  not  do  if  he  were  in  his  '  right  mind.' 
Possessed  of  reason,  you  have  abused  it,  and  offended 
against  the  laws  of  God  and  the  rights  of  your  fellow- 
beings.  You  have  done  a  great  wrong ;  but  I  would 
fain  hope  you  acted  without  thought.  I  trust  you  will 
never  again  so  far  lose  your  self-respect,  and  so  far  for- 
get the  rights  of  ethers,  as  to  be  guilty  of  a  similar 
wrong.  I  beseech  you,  never  allow  yourselves,  under 
any  circumstances,  to  trifle  with  the  unfortunate,  or  to 
gay  or  do  aught  which  can  cause  the  slightest  pain  to 
any  one.  You  are  now  young  and  happy ;  but  who  can 
tell  what  your  condition  may  be,  long  before  you  shall 
have  lived  as  many  years  as  that  old  man  has  ?  Perhaps 


144  COMMON    SCHOOL    EDUCATION. 


A  MOTHER'S  PRAYERS  AND  A  FATHER'S  COUNSELS. 

you  may  become  maniacs  in  a  worse  sense  than  he  is. 
Misfortune  may  mark  you,  and  make  you  at  once  objects 
of  pity  and  dread.  Then  strive  to  live  wisely  ;  pity  the 
erring  and  unfortunate,  and  never  wound  the  feelings  of 
any  one." 

Would  not  remarks  similar  to  these  make  a  salutary 
and  lasting  impression  upon  the  young,  and  prove  much 
more  effectual  than  a  hasty  and  unguarded  reprimand  ? 

"The  true  teacher  will  feel  his  spirit  burdened  with 
the  weight  of  influence,  for  good  or  evil,  which  he  knows 
he  must  exert ;  and  he  will  often  tremble,  as  he  asks 
himself,  '  What  shall  befall  the  children  of  my  care  ?  ' 
and  '  What  shall  be  the  effect  of  my  instructions  on  their 
young  and  pliant  minds  1 ' 

"  Many  a  just  and  noble  man  has  owed  his  greatness  to 
a  gentle  mother's  prayers,  a  kind  father's  counsels,  or  a 
faithful  teacher's  words ;  and  many  a  man  of  sin  has 
traced  his  character  of  crime  and  infamy  to  some  unwise 
control,  or  some  neglect  or  injudicious  counsel,  in  his 
youth.  If,  then,  the  teacher's  influence  be  so  important. 

•  Well  may  he  tremble,  as  he  prays 
For  some  kind  spirit  to  direct  his  ways.' 

"  The  following  anecdote  may  not  be  deemed  wholly 
inappropriate  in  this  connection.  A  celebrated  artist,  in 
one  of  his  rambles,  met  with  a  most  beautiful  and  inter- 
esting child.  It  was  the  finest  and  most  perfect  child, 
he  thought,  that  he  had  ever  seen.  '  I  will,'  said  he, 
'  paint  the  portrait  of  this  child,  and  keep  it  for  my  own ; 
for  I  may  never  look  upon  its  like  again.'  He  accord- 
ingly painted  it ;  and,  when  trouble  came,  and  evil  pas- 


MORAL   INSTRUCTION.  145 


THE  PORTRAITS;  —  ANECDOTE. 


sions  moved  his  spirit  to  rebel,  he  gazed  upon  the  likeness 
of  the  boy,  and  passion  fled,  and  holier  thoughts  entranced 
his  soul.  He  said,  '  If  I  can  find  a  being  that  will  an- 
swer for  a  perfect  contrast  to  the  child, —  one  in  whom 
is  concentrated  everything  vile  and  ugly  of  which  I  can 
conceive. —  I  will  paint  his  portrait,  also.' 

"Years  passed  away,  and  he  saw  no  person  sufficiently 
hideous  to  answer  his  design.  At  length,  while  travel- 
ling in  a  distant  land,  he  went  within  a  prison's  walls, 
and  there  he  saw,  stretched  upon  the  floor  of  stone,  the 
object  which  his  fancy  had  portrayed.  A  man,  whose 
soul  was  stained  with  blood,  with  glaring  eyes  and  hag- 
gard face,  and  with  demoniac  rage  cursing  himself  and 
his  fellow-beings,  and  blaspheming  God,  lay  chained 
within  that  miserable  abode,  awaiting  the  appointed  hour 
of  execution. 

"  The  artist  transferred  his  likeness  to  the  canvas,  and 
placed  it  opposite  the  child's.  The  contrast  was  most 
striking  and  complete.  The  angel  boy, —  the  fiend 
man  !  What  must  have  been  the  feelings  of  the  artist, 
when,  upon  inquiry,  he  ascertained  that  both  portraits 
were  of  the  same  individual  being  !  The  beautiful,  the 
innocent  child,  had  grown  into  the  hideous,  th^  sinful 
man!  "* 

If  it  be  true  that  any  mismanagement,  cr  neglect  of 
proper  moral  training,  on  the  part  of  a  parent  or  teacher, 
can  render  such  a  transformation  possible,  how  earnestly 
ind  constantly  should  those  who  have  aught  to  do  with 
the  young  strive  to  lure  them  in  wisdom's  ways  ! 

How  much  may  be  done,  by  the  interested  teacher,  to 

*  P   H  Sweetser. 

18 


146  COMMON   SCHOOL   EDUCATION. 

A   LESSON   ON   KINDNESS  :   ANECDOTE. 

promote  a  kindly  spirit  and  feeling  in  the  hearts  of  the 
young  !  Instances  will  iaily  occur,  in  which  he  may 
do  something  by  way  of  cultivating  the  tender  sensibili- 
ties of  his  pupils.  An  affectionate  and  devoted  teacher 
gives  the  following  illustration:  "It  is  a  cloudy  day  in 
midsummer.  The  air  of  the  school-room  seems  more 
close  than  usual.  Some  of  the  young  people  appear 
fatigued,  some  playful,  and  very  few  deeply  interested  in 
their  studies.  The  teacher,  after  calling  their  attention, 
says :  '  Children,  you  know  little  Mary  has  been  sick  a 
long  time.  She  cannot  come  to  school ;  she  cannot  go 
out  to  play.  Who  would  like  to  send  her  a  bouquet  of 
flowers  1 '  Every  hand  is  raised,  every  face  is  animated 
with  pleasure.  They  are  requested  to  bring  their  flowers 
in  the  afternoon.  The  table  is  loaded ;  a  beautiful  bou- 
quet is  arranged;  a  note  is  written  by  the  teacher  in 
behalf  of  the  scholars,  and  a  messenger  from  their  num- 
ber despatched  with  the  gift  to  the  sick  room."  Who 
can  limit  the  happy  influence  of  this  little  act  of  kind- 
ness,—  delightful  alike  to  the  givers  and  the  receiver, — 
pleasant  for  the  contemplation  of  all?  A  beautiful  fra- 
grance diffuses  itself  from  that  little  bunch  of  flowers, 
which  has  a  perpetuating  and  pleasing  effect,  directly  01 
indirectly  imparting  joyous  emotions  to  many  a  heart. 


CHAPTER    XVIII. 

EMULATION    AND     PRIZES. 

THE  subject  of  emulation  has  of  late  been  often  dis- 
cussed ;  and  it  is  one  on  which  the  friends  of  education 
entertain  quite  a  diversity  of  opinion.  That  a  laudable 
emulation  to  excel  in  well-doing,  founded  on  good  motives, 
and  stimulated  by  unselfish  means  and  inducements,  is 
desirable,  but  few  will  gainsay.  But  that  emulation 
which  is  encouraged  by  the  proffer  of  some  piize,  or  by 
the  mere  desire  to  surpass  and  outshine  a  fellow-student, 
is  highly  objectionable  and  pernicious.  While  I  freely 
admit  that  some  good  results  may  emanate  from  a  prize- 
encouraged  emulation,  I  at  the  same  time  feel  that  the 
ill  consequences  will  so  greatly  preponderate  as  to  render 
it  unwise  to  introduce  any  such  system  into  our  plans  for 
school  instruction.  The  following  are  some  of  the  more 
prominent  objections  to  a  prize-fostered  system  of  emu- 
lation : 

1.  The  extreme  difficulty  of  selecting  the  most  de- 
serving from,  a  class  of  competitors. 

In  a  school  of  thirty  pupils,  twenty  may  so  conduct  and 
apply  themselves  as  to  secure  the  general  approbation 
of  their  instructor  and  friends, —  some,  perhaps,  slightly 
excelling  in  one  particular,  and  others  in  another.  Now, 
it  is  no  easy  task  to  select  from  this  number  some  four 
or  five  as  the  best,  all  circumstances  considered,  without 
doing  a  real  or  apparent  injustice  to  the  remainder  It 


148  COMMON    SCHOOL    EDUCATION. 


OBJECTIONS   TO   PRIZES. 


would,  under  these  conditions,  seem  almost  unkind  to 
intrust  it  to  men  of  fallible  judgment  to  decide  as  to  the 
exact  degree  of  merit.  Would  it  not  be  better  that  all 
should  be  left  to  enjoy  the  satisfaction  emanating  from  a 
consciousness  of  duty  faithfully  discharged,  than  that  one 
should  be  unduly,  and,  it  may  be,  undeservingly,  exalted, 
while  the  many  are  made  to  suffer  unfavorably,  and  per- 
haps unjustly,  by  the  decision  of  partial  or  incompetent 
men? 

2.  The  difficulty  of  determining  what,  and  how 
much,  regard  shall  be  had  to  the  external  aids  and 
circumstances  of  the  aspirants. 

One  boy  may  be  surrounded  by  kind  and  intelligent 
parents  and  friends,  and  receive  such  home  or  fireside 
influence  as  shall  greatly  encourage  and  facilitate  all  his 
operations,  while  another  in  the  same  class  may  occupy  a 
situation  the  very  reverse.  While  the  former  has  nothing 
to  interrupt,  but  much  to  assist  him,  at  home,  the  latter, 
if  he  has  a  home,  receives  from  it  no  kindly  influences, 
but  many  hindrances  and  drawbacks.  The  latter  may 
be  the  more  industrious,  and  strive  the  more  zealously 
and  perseveringly,  and,  on  the  ground  of  real  self- 
exertion  and  self-merit,  richly  deserve  success,  and  yet 
fail,  on  account  of  the  adverse  influences  to  which  he  if 
exposed,  and  for  which  he  should  not,  in  any  degree,  be 
considered  accountable. 

3.  A  few  are  stimulated,  and  the  many  discour- 
aged. 

Boys  will  very  soon  satisfy  themselves  concerning 
their  own  individual  prospects  of  success ;  and,  if  these 
are  against  them,  they  will  often  give  up,  with  the  idea 
that  it  is  in  vain  for  them  eveu  to  try.  And  thus,  not 


EMULATION    AND    PRI/ES.  149 


UNPLEASANT   RIVALRY    FOSTERED. 


nnfrequently,  the  boy  who  is  naturally  bold,  prompt,  and 
persevering. —  the  boy  who  certainly  needs  not  a  pros- 
pective prize  to  stimulate  him, —  will,  with  ease,  and 
without  any  self-denying  toil,  reach  the  goal  and  bear 
away  the  "palm,"  while  the  more  diffident  and  distrust- 
ful, but,  perhaps,  more  deserving,  will  become  discour- 
aged in  the  onset,  and  leave  the  course  free  for  his  more 
fortunate,  but  not  more  meritorious  rival. 

4.  The  rivalry  consequent  upon  a  contest  for  prizes 
often  engenders  or  calls  forth  some  of  the  baser  feel- 
ings and  passions  of  the  heart. 

Have  not  enmities  often  been  caused  in  this  way  which 
have  continued,  with  increasing  bitterness,  through  a  long 
life  ?  The  boy  whose  heart  rankles  with  envy  and  hatred 
at  the  success  of  his  classmate  at  school,  will,  if  life  con- 
tinues, look  upon  his  every  successful  step  in  the  journey 
of  subsequent  life  with  the  bitter  and  malicious  feelings 
of  envy. 

5.  Boys  should  be  trained  to  regard  some  higher 
and  better  object  than  the  mere  attainment  of  a  prize, 
as  an  inducement  to  good  deportment  and  diligent 
application. 

A  desire  to  become  useful,  respected,  and  happy  citi- 
zens, should  be  prominent  in  the  mind  of  every  member 
of  a  school.  If,  in  reply  to  this,  it  is  urged,  that  school- 
prizes  are  merely  attractive  way-marks  to  lure  them 
onward  to  a  higher  and  nobler  object,  I  would  answer, 
that  danger  lurks  in  the  way ;  and,  before  that  better 
object  is  gained,  the  mind  may  become  entirely  en- 
grossed, or  the  kindly  feelings  of  the  heart  blunted  or 
perverted,  in  the  pursuit  or  attainment  of  the  way  allure- 
ment. 

18* 


160  COMMON   SCHOOL   EDUCATION. 


ANECDOTE    OF   SIR   WALTER   SCOTT. 


6.  Improper  measures  are  often  adopted  to  gain 
the  desired  end. 

Boys  who  are  trained  to  regard  the  attainment  of  some 
prize  as  a  chief  inducement  to  excel,  are  strongly  tempted 
to  resort  to  means  alike  dishonorable  and  selfish.  Thus 
it  not  unfrequently  happens,  that,  in  their  efforts  to  gain 
the  desired  end,  they  overlook  the  rules  of  right,  and 
disregard  the  feelings  or  circumstances  of  others.  Says 
Sir  Walter  Scott,  "  There  was  a  boy  in  my  class  at 
school  who  stood  always  at  the  head  of  the  class  ;  not 
could  I,  with  all  my  efforts,  supplant  him.  Day  after 
day,  and  week  after  week,  he  kept  his  place,  in  spite  of  all 
my  endeavors  to  get  above  him.  I  at  length  observed, 
that,  when  a  question  was  asked  him,  he  always  fumbled 
with  his  fingers  at  a  particular  button  on  his  waistcoat. 
To  remove  it,  therefore,  became  expedient,  in  my  eyes ; 
and,  in  an  evil  moment,  it  was  removed,  with  a  knife 
Great  \\as  my  anxiety  to  know  the  success  of  my  meas- 
ure ;  and  it  succeeded  too  well.  When  the  boy  was 
again  questioned,  his  fingers  sought,  as  usual,  for  the 
button, —  but  it  was  not  to  be  found.  In  his  distress,  he 
looked  down  for  it ;  but  he  could  neither  see  nor  feel  it. 
He  stood  confounded,  and  I  took  possession  of  his  place ; 
nor  did  he  evei  recover,  or  ever,  I  believe,  suspect  who 
was  the  author  of  his  wrong.  Often,  in  after  life,  has 
the  sight  of  hin?  smote  me,  as  I  passed  by  him ;  and  often 
have  I  resolved  to  make  him  some  reparation, —  but  it 
ended  in  good  resolutions."  Thus,  what  one  gained  by 
stratagem,  proved  a  serious  and  irreparable  loss  to  the 
other.  If  a  system  could  be  established,  by  which  all 
who  gained  a  certain  attainable  point  of  excellence  could 
be  equally  rewarded,  there  might  be  less  serious  objection 


EMULATION    AND    PRIZES.  151 


MOTIVES    FOE   ACTION. 


But,  under  present  circumstances,  the  safest  and  best 
course  for  the  teacher  is,  to  allure  his  pupils  onward 
bj  holding  before  them  the  great,  sure,  and  attainable 
rewards  which  come  from  well-doing.  Thus  influenced 
by  pure  motives,  with  "  Excelsior  "  for  their  motto,  they 
may  press  safely  onward  and  upward. 

But  how  shall  the  teacher  form,  in  his  pupils,  habits 
of  industry  and  perseverance,  without  emulation '?  I  will 
answer  briefly,  in  the  words  of  another :  "  First,  he  must 
excite  and  discipline  their  curiosity.  This  is  acknowl- 
edged to  be  a  common  feeling,  and  ever  active  in  chil- 
dren, if  properly  trained.  There  are  certain  kinds  of 
knowledge  which  always  interest  them,  and  which  their 
curiosity  leads  them  to  investigate.  They  are  fond  of 
the  marvellous  and  the  wonderful.  Let  all  science,  then, 
be  made  to  partake  of  this  character, —  for  this  really 
belongs  to  it, —  and  curiosity  will  lead  them  to  examine 
it.  It  is  a  great  merit  in  a  teacher  to  be  able  to  excite 
the  curiosity  of  his  pupils  concerning  things  pertaining 
to  their  ordinary  studies. 

"  Another  powerful  motive  is,  the  love  of  approba- 
tion,—  the  desire  to  gain  the  favor  of  the  wise  and  good, 
and  the  approval  of  their  teachers,  parents,  and  friends. 
We  met,  a  few  days  ago,  with  a  young  lady,  a  former 
pupil  of  ours,  who  is  now  a  successful  teacher  in  a  gram- 
mar-school. For  a  year  or  two,  she  caused  a  great  deal 
of  trouble  in  the  school,  by  neglecting  her  duties,  and 
otherwise  abusing  her  privileges.  At  last,  a  sudden 
change  took  place  in  her  conduct,  and,  from  one  of  the 
most  troublesome  scholars,  she  became  one  of  the  best. 
During  some  conversation  relating  to  the  school,  she 
said.  '  I  remember  what  first  induced  me  to  alter  my 


152  .'OMMON    SCHOOL    EDUCATION. 


LOVE    OF   KNOWLEDGE.  —  OBLIGATIONS. 


course.  You  praised  me.  I  found  I  had  met  your 
approbation,  and  I  determined  to  deserve  it.' 

"  Again ;  the  teacher  should  labor  to  inspire  his  pupils 
with  the  love  of  knowledge.  It  is  difficult,  we  are  aware, 
to  cause  young  children  to  realize  the  importance  of  edu- 
cation. Indeed,  they  are  not  capable  of  appreciating,  to 
any  considerable  extent,  the  intrinsic  value  of  knowledge ; 
but,  that  it  may  be  presented  in  so  attractive  a  manner 
as  to  gain  their  attention,  and,  in  most  cases,  ultimately 
to  secure  their  love,  we  fully  believe.  To  induce  chil- 
dren to  love  learning,  the  teacher  must  be  deeply  inter- 
ested in  it  himself;  and  he  must  show  to  them  that  he 
considers  it  of  the  first  importance.  And  it  is  well,  also, 
for  the  teacher  to  be  interested  in  their  knowledge,  and 
in  things  which  seem,  to  them,  important ;  to  sympa- 
thize with  them  in  their  joys,  and  in  their  trials ;  for.  by 
so  doing,  he  will  lead  his  pupils  to  sympathize  with  him, 
and  to  feel  an  interest  in  that  which  is  of  consequence  to 
him.  The  teacher  should  possess  a  sort  of  mesmeric 
influence  over  the  minds  of  his  pupils,  that  shall  enable 
him  to  enter  into  their  thoughts,  and  to  control  their 
acts. 

Finally ;  the  teacher  should  earnestly  endeavor  to 
impress  upon  them  an  idea  of  tneir  obligations  to  them- 
selves, and  to  their  fellow-beings.  He  should  teach  them 
that  talents  and  privileges  were  given  them  to  use,  not 
to  abuse ;  that  there  arc  duties  devolving  upon  them  from 
which  they  cannot  escape,  and  in  the  performance  of 
which  they  cannot  fail  to  realize  their  highest  good.  He 
should  strive  to  impress  upon  them  a  sense  of  their  de- 
pendence upon  God ;  their  accountability  to  Him,  and 
the  consequences  that  inevitably  follow  good  or  evil  deeds. 


EMULATION    AND    PRIZES.  153 

EXPERIENCE   TI1E    BEST   SCHOOLMASTER. 

It  is  true,  that  such  influences  may  not  always  produce 
the  speediest  result ;  but  we  should 

'  Learn  to  labor  and  to  wait ;' 

for,  if  we  cast  our  bread  upon  the  waters,  we  shall  find  it 
again,  if  not  till  after  many  days.  It  is  not  true,  we 
think,  that  children  stimulated  by  these  motives  will  be 
necessarily  dull  and  lifeless.  Experience  is  said  to  be 
the  best  schoolmaster ;  and  twenty  years'  experience  as  a 
teacher  has  fully  convinced  us  that  scholars  may  be  bet- 
ter governed  and  better  taught,  and  that  the  pupils  will 
be  more  cheerful  and  happy,  under  such  influences,  than 
when  controlled  by  the  spirit  of  emulation."  * 

•P.  H-Swetlwr 


CHAPTER    XIX. 

PRIMARY    SCHOOLS. 

OUR  primary  schools  have  not  yet  assumed  that  posi- 
tion in  the  minds  of  the  people  which  their  importance 
demands.  In  them  the  young  receive  their  earliest  and 
most  lasting  school  impressions.  While  work  that  is 
well  done  here  will  facilitate  all  subsequent  school  efforts, 
instruction  incorrectly  imparted,  or  neglect  suffered,  will 
tend  to  embarrass  and  render  more  difficult  all  future 
efforts,  both  on  the  part  of  the  learner  and  teacher.  If 
correct  habits  of  discipline,  mental  and  physical,  are 
thoroughly  established  at  the  outset,  the  result  of  later 
labors  will  be  rendered  more  effectual  and  certain.  The 
poet  says, 

"  As  the  twig  is  bent  the  tree  's  inclined." 

If  this  is  so,  how  important  that  early  attention  be  given 
to  the  formation  of  right  habits  of  thought,  study,  action, 
and  expression  !  And  yet,  is  it  not  often  the  case  that 
many  things  are  attended  to  carelessly,  or  utterly  neg- 
lected, with  the  feeling  that  pupils  are  so  soon  to  enter  a 
higher  school? 

What  would  be  thought  of  that  cultivator  who  should 
neglect  his  plants  and  young  trees  while  in  the  nursery, 
and  assign  as  an  excuse,  that  they  were  soon  to  be  removed 
and  transplanted  into  a  situation  in  which  they  would 
receive  more  care  and  attention  ?  Is  it  not  considered 


PRIMARY   SCHOOLS.  155 

IMPORTANCE    OF   FIRST   IMPRESSIONS. 

the  part  of  true  wisdom  to  watch  and  train  them  with 
the  greatest  care  while  in  the  nursery,  that  they  may 
become  fit  subjects  for  transplantation?  If,  while  there, 
they  are  suffered,  from  an  over-growth  of  weeds  and 
thorns,  or  from  any  other  source,  to  become  crooked,  and 
dwarfed,  and  ill-shapen,  they  can  never  after  be  trans- 
formed into  perfect  and  well-developed  trees.  But,  if 
properly  started  and  cared  for  in  the  nursery,  their  after 
growth  an4  productiveness  will  be  rendered  sure  and 
satisfactory. 

So  it  is  with  our  primary  schools.  Good  or  bad  hab- 
its formed  in  them  will,  usually,  exhibit  themselves  in 
the  higher  grades  of  schools.  Impressions  which  children 
here  receive  will  "grow  with  their  growth,  and  strengthen 
with  their  strength."  How  important,  then,  that  these 
impressions  be  of  the.  right  kind,  and  that  they  be  sea- 
sonably and  wisely  made  !  How  desirable  that  they  lay 
broad,  and  deep,  and  well,  the  foundations  on  which  the 
higher  schools  are  to  rear  a  superstructure  !  How  much 
time  and  strength,  that,  in  many  cases,  must,  necessarily, 
be  spent  in  undoing  and  re-doing,  might  be  most  pleas- 
antly and  profitably  spent  in  extending  and  perfecting 
the  good  work,  if  properly  commenced  !  If  pupils  in  our 
primary  schools  receive  wholesome  and  judicious  train- 
ing, their  future  instruction  and  discipline  will  be  ren- 
dered easy  and  pleasant. 

The  feeling  sometimes  prevails,  that  any  one  will 
answer  to  teach  a  school  of  small  children.  This  is  a 
great  error.  It  requires  a  rare  combination  of  excellent 
qualities  to  form  a  good  teacher  for  a  primary  school ; 
and  it  is  to  be  hoped  that,  hereafter,  true  merit  will  be 
more  fully  appreciated,  and  more  adequately  rewarded 


156  COMMON    SCHOOL    EDUCATION 


STUDIES    FOR    PRIMARY    SCHOOLS. 


It  is  not  desirable  that  many  studies  should  be  intro- 
duced into  these  schools ;  but  it  is  important  that  what  is 
done  should  be  well  done.  Reading,  spelling,  and  some- 
thing of  geography  and  arithmetic,  are,  probably,  as 
many  branches  as  can  be  attended  to  with  any  profit.  In 
addition  to  these,  quite  a  variety  of  miscellaneous  exer- 
cises may  be  and  should  be  introduced.  Very  young 
children  take  great  pleasure  in  making  figures  and  draw- 
ings upon  their  slates.  It  is  very  essential  that  every 
primary-school  room  should  be  furnished  with  a  great 
variety  of  pictures,  maps,  &c.,  that  the  pupils  may  have 
an  opportunity  to  copy  the  same.  The  practice  will  be 
of  advantage  to  them,  and  tend  to  interest  them  during 
many  hours  that  would,  otherwise,  be  passed  in  list- 
lessness  or  idle  mischief.  Let  them  also  spend  much 
time  in  copying  figures  upon  their  slates  or  upon  the 
blackboard.  It  is  very  desirable  that  figures  should 
be  made  neatly  and  plainly ;  and  a  little  daily  practice 
in  our  primary  schools  will  do  much  towards  securing 
these  useful  points.  After  the  pupils  have  acquired  the 
ability  to  make  figures  with  a  good  degree  of  freedom 
and  distinctness,  let  them  be  required  to  arrange  them  in 
columns,  with  a  special  reference  to  having  them  straight. 
Practice  will  do  much  in  this  particular.  They  can 
also  spend  much  time  in  printing  letters,  and  copying 
words,  and  making  drawings  of  such  simple  objects  as 
may  be  placed  before  them.  Some  of  the  more  advanced 
may  be  allowed  to  write  the  words  of  their  spelling  exer- 
cises upon  the  blackboard  or  slate.  In  conducting  a 
spelling  lesson  for  a  younger  class,  it  will  be  found  inter- 
esting, if  the  teacher  will  require  the  purils  tc  name  the 
letters  of  a  word  while  she  writes  the  same  upon  the 


PRIMARY    SCHOOLS.  157 

WRITING    WORDS  J    SPEAKING    PIECES. 

blackboard.  The  judicious  teacher  will  vary  such  exer- 
cises, and  succeed  in  combining  instruction  and  amuse- 
ment. The  older  pupils  in  these  schools  may,  profitably 
and  pleasantly,  spend  some  of  their  time  in  writing  short 
sentences.  Suppose,  for  example,  the  teacher  writes 
upon  the  blackboard  the  following  words. —  Dog,  Horse. 
Boy,  —  and  asks  the  pupils  to  write  a  short  sentence 
about  each.  The  result  may  be  something  like  the  fol- 
lowing :  The  dog  barks ;  The  horse  runs  ;  The  boy  loves 
play.  These,  it  is  true,  are  very  simple,  but  will  answer 
for  a  beginning.  Such  exercises  will  prove  highly  inter- 
esting and  useful ;  and,  after  a  little  practice,  much 
longer  sentences  will  be  written  with  ease.  Another 
valuable  and  pleasant  exercise  is  "  speaking  pieces." 
Quite  young  scholars  may  profitably  learn  and  speak 
short  pieces  of  poetry,  prose,  or  dialogue.  But  great 
care  should  be  taken  to  have  them  speak  with  a  proper 
regard  to  distinctness  of  enunciation,  and  propriety  of 
emphasis  and  inflection.  If  suitable  lessons  in  simple 
composition,  or  writing  of  sentences,  and  declamation, 
should  be  introduced  into  our  primary  schools,  they  would 
greatly  tend  to  dispel  the  dark  clouds  which  often  hang 
around  these  exercises  when  commenced  at  a  later  day. 
But,  unless  they  receive  right  attention,  it  would  be 
better  never  to  have  them  introduced. 

Reading  and  spelling  should  receive  prominent  atten- 
tion, and  great  care  should  be  taken  to  establish  habits 
of  distinct  utterance  and  clear  enunciation.  Every  effort 
should  be  used  to  secure  a  correct  comprehension  of  what 
is  read,  that  pupils  may  read  with  the  "  spirit  and  under- 
standing "  too.  If  possible,  the  teacher  shculd  cause  them 
to  feel  interested  in  their  reading  exercise .  She  may  do 
14' 


COMMON   SCHOOL   EDUCATION. 


MENTAL   ARITHMETIC. 


something  towards  awakening  an  interest,  by  asking  them 
many  questions  respecting  the  subject  of  the  lesson. 

If  pupils  in  these  schools  would  make  free  use  of  tht 
dictionary,  it  would  be  for  their  good.  Let  them  be 
early  and  carefully  trained  to  look  for  the  meaning  of 
such  words  as  they  do  not  comprehend,  and  they  will 
form  a  habit  which  will  prove  valuable  to  them  in  all 
subsequent  life.  The  practice  will  please  them,  and 
occupy  time  which  would,  otherwise,  be  spent  in  idleness. 

At  an  early  age, —  indeed,  at  the  very  outset, —  chil- 
dren should  be  thoroughly  taught  in  relation  to  the  shape, 
name,  and  power  of  each  letter  ;  and  the  frequent  prac- 
tice of  giving  the  various  sounds  of  the  different  letters 
will  prove  highly  serviceable.  It  will  also  prove  a  pleas- 
ing  and  profitable  exercise  to  require  them  to  spell  words 
by  giving  the  appropriate  sound  or  power  of  each  letter, 
instead  of  calling  its  name. 

In  exercises  in  mental  arithmetic,  the  teacher  should 
insist  upon  precision  and  accuracy  in  answers  and  expla- 
nations. Their  minds  should  not  be  too  severely  taxed, 
but  what  they  do  should  be  done  well.  In  reciting,  the 
pupils  should  have  no  books  open.  The  teacher  should 
read  the  question  carefully  and  distinctly,  and  then  call 
upon  some  one  to  repeat  it  and  explain  it.  This  will 
tend  to  secure  the  attention  of  all,  and  prove  a  good  dis- 
cipline for  the  memory.  It  may  require  a  little  extra 
patience,  at  first,  on  the  part  of  the  teacher ;  but  its 
advantages  will  amply  compensate  for  the  same.  If 
geography  is  the  subject,  let  the  teacher  aim  constantly 
to  secure  a  clear  and  full  understanding  of  all  that  is 
attended  to.  Let  every  definition  and  every  term  be 
properly  explained.  It  is  often  the  case  *Hat  scholars  gn 


PRIMARY    SCHOOLS.  159 


GEOGRAPHY. POSITIONS. 


over  much  ground,  without  obtaining  a  single  definite 
idea.  I  have  known  a  whole  class  answer  promptly  and 
correctly  many  questions  in  geography,  and  yet,  when 
asked  where  the  earth  was,  or  if  they  had  ever  seen  it, 
they  manifested  entire  ignorance.  Like  parrots,  they 
could  utter,  "Geography  is  a  description  of  the  earth," 
but  without  the  slightest  idea  that  they  had  ever  seen  it, 
or  played  about  its  fields,  and  hills,  and  valleys.  A  very 
correct  idea  of  boundary  may  be  formed  by  requiring 
pupils  to  tell  how  their  school-yard,  or  their  parents'  gar- 
dens or  farms,  are  bounded.  The  names  and  boundaries 
of  the  towns  in  the  county,  the  names  of  the  counties  of 
a  state,  and  also  the  names  of  the  states,  may  be,  in  due 
time,  considered  and  learned.  But  let  every  step  be 
made  as  intelligible  and  interesting  as  possible. 

It  will  be  very  interesting  to  the  young  to  have  their 
exercises  interspersed  with  singing  and  changes  of  posi- 
tion. Indeed,  some  teachers  teach  the  multiplication- 
table,  and  other  tables,  with  the  aid  of  music.  A  change 
of  position,  by  some  simultaneous  movement,  will  be  inter- 
esting and  profitable.  It  is  very  tedious  for  small  chil- 
dren to  sit  for  a  long  time  without  change  of  position. 
It  will  be  quite  a  pleasant  relief  for  them,  if,  at  the  end 
of  each  hour,  the  whole  school  can  go  through  with  some 
changes  of  position  similar  to  the  following, —  the  partic- 
ular exercise  being  indicated  by  a  figure  : 

1.  Sit  erect,  and  fold  arms. 

2.  Extend  right  hand. 

3.  Extend  left  hand. 

4.  Extend  both  hands. 

5.  Clap  hands. 

6.  Place  right  hand  on  top  of  head. 


160  COMMON    SCHOOL    EDUCATION. 

CHILDREN    SHOULD   BE   MADE   HAPPT. 

7.  Place  left  hand  on  top  of  head. 

8.  All  rise. 

9.  All  turn  half-way  round. 

10.  All  sit. 

11.  Place  faces  upon  desks. 

The  changes  may  be  varied  and  extended  by  the  teachei , 
and  the  frequent  practice  of  them  will  serve  as  a  recre- 
ation, and  be  promotive  of  health.  Some  teachers  are 
accustomed  to  require  their  pupils  to  sit  much  of  the 
time  with  their  arms  folded.  This  habit  is  a  bad  one, 
and  should  not  be  encouraged. 

It  should  be  a  prominent  object  of  the  teacher  of  a 
primary  school  to  make  the  pupils  happy ;  and  to  com- 
bine, so  far  as  may  be,  instruction  with  amusement.  In 
order  to  gain  the  affection  of  pupils,  a  teacher  must 
manifest  a  lively  interest  in  all  their  affairs.  It  is  some- 
times the  case  that  an  instructor,  by  her  coldness,  and 
formality,  and  reserve,  destroys  the  attraction  that  should 
exist  between  her  and  her  pupils.  Some  even  feel  that 
they  must  be  so  precise  and  dignified,  in  all  their  move- 
ments and  expressions,  that  they  fail  of  securing  the 
hearty  confidence  of  the  young.  Now,  the  teacher  may 
exhibit  pleasure  in  the  amusements  of  her  pupils,  and 
sometimes  take  part  in  the  same,  without  injury  to  her- 
self or  them.  A  parent  once  expressed  to  Mr.  Wright, 
the  instructor  of  the  Edinburgh  Infant  School,  sur- 
prise at  the  idea  that  a  schoolmaster  could  make  him- 
self the  object  of  love.  Mr.  Wright  requested  the  parent 
to  remain,  and  see  how  he  treated  his  pupils.  He  did 
so;  and  saw  the  kindness,  the  cheerfulness  and  sport- 
iveness  which  never  flagged,  while  he  saw  discipline 
and  instruction,  at  the  same  -time.  The  children,  at 


PRIMARY    SCHOOLS.  161 


ANECDOTE    OF   A   SCOTCH    SCHOOL. 


recess,  went  upon  the  play-ground,  and,  to  the  amuse- 
ment of  the  visitor,  the  teacher  ran  out,  crying,  "Hare 
and  hounds  !  hare  and  hounds !  "  and,  taking  the  first 
character  on  himself,  he  was  instantly  pursued  by  the 
whole  pack,  round  and  round  the  play-ground.  At  last, 
he  was  taken  and  worried  by  an  immense  act  of  coopera- 
tion. In  his  extremity,  he  rang  his  hand-bell  for  school ; 
instantly  the  hounds  left  their  prey,  rushed  into  the 
school-room,  and.  in  less  than  a  minute,  were  busy  with 
their  lessons.  The  visitor  departed  with  a  shrug,  say- 
ing, "  Na,  the  like  o'  that  I  ne'er  saw." 

While  it  cannot  be  expected  that  all  teachers  can  do 
as  the  instructor  of  this  Scotch  school  did,  it  may  be 
hoped  that  all  will  manifest  an  interest  in  the  rational 
amusements  of  their  pupils.  By  so  doing,  they  will 
gain  an  influence  which  will  be  of  great  service  to  them. 
Such  a  course  will  enable  teachers  to  obtain  a  knowl- 
edge of  the  habits  and  dispositions  of  pupils,  which  could 
not  be  so  well  learned  in  any  other  way.  On  the  play- 
ground, children  usually  act  themselves,  without  restraint, 
and  exhibit  individual  traits  of  character  more  fully  than 
in  any  other  situation ;  and,  if  teachers  will  manifest 
some  interest  in  their  sports,  they  will  gain  their  confi- 
dence, and  thus  be  enabled  to  work  more  understandingly 
and  efficiently. 

Teachers  should  always  aim  to  encourage  and  cheer 
their  pupils,  and  make  all  their  exercises  as  pleasant  as 
possible.  This  will  do  them  much  good,  and  animate 
them  with  a  spirit  of  persevering  application.  If  the 
young  are,  in  a  proper  way.  made  to  feel  that  they  do 
well,  they  will,  by  the  very  means,  be  incited  to  do  stil] 
better.  It  will  increase  their  confidence  in  their  own 
14* 


162  COMMON    SCHOOL    EDUCATION. 


THE    BEST   ORGANIZATION. 


ability,  and  inspire  them  with  a  happy  spirit.  The  con- 
sciousness of  receiving  the  approbation  of  those  we  esteem 
affords  pleasure  and  encouragement. 

I  have  alluded  to  primary  schools  as  they  are  usually 
organized,  containing  children  between  the  ages  of  four 
and  ten  years.  A  more  perfect  and  complete  organiza- 
tion of  schools  would  have  primary  schools  embrace 
pupils  from  six  to  eight  years  of  age,  with  an  intermedi- 
ate school  for  children  between  the  ages  of  eight  and  ten 
years,  and  a  grammar  school,  into  which  all  who  are  suf- 
ficiently qualified  may  enter  after  arriving  at  the  age  of 
ten  years.  Such  an  arrangement  may  be  made  in  vil- 
lages where  the  children  are  sufficiently  numerous  tc 
require  the  attention  of  three  teachers. 


CHAPTER    XX. 

LESSONS    AND     RECITATIONS. 

IN  the  assignment  of  lessons,  and  in  the  mode  of  con- 
ducting recitations,  it  will  be  necessary  to  exercise  much 
good  judgment  and  discretion.  One  of  the  most  desirable 
things  in  a  school  is,  to  keep  the  pupils  properly  em- 
ployed. If  their  time  and  attention  are  suitably  directed 
to  their  lessons,  they  will  be  kept  from  many  troublesome 
habits.  Idleness  is  the  source  of  most  of  the  mischief  in 
schools ;  and  he  who  wishes  to  have  an  orderly  school, 
in  a  quiet  way,  must  aim  to  give  his  pupils  constant  and 
regular  employment. 

But,  while  the  teacher  seeks  to  assign  lessons,  the 
learning  of  which  will  require  the  close  application  of  the 
members  of  his  school,  he  should  be  careful  that  he  does 
not  overtask  them,  and  check  their  ardor.  Some  pupils 
will  learn  a  lesson  much  more  readily  than  others ;  and 
hence  it  will  not  answer  to  adapt  the  length  of  a  lesson 
to  the  capacity  of  the  best  pupils.  It  should  be  brought 
within  the  ability  of  the  more  moderate  members  of  a 
class ;  but  it  should  be  such  as  will  demand  their  close 
application  and  earnest  attention.  The  teacher  should 
strive  to  inspire  them  with  a  true  thirst  for  knowledge, 
and  cause  them  to  feel  that  the  highest  pleasure  will 
arise  from  the  mastery  of  the  greatest  difficulties. 

The  true  design  of  lessons  and  school  exercises  should 


164  COMMON    SCHOOL    EDUCATION. 


THE   OBJECT   OF   EDUCATION. 


not  be  lost  sight  of.  It  is  not,  to  store  the  mind  with 
words,  and  rules,  and  problems, — but  to  discipline  it.  and 
fit  it  for  grasping  and  comprehending  whatever  subject 
may  come  before  it  in  life ;  in  other  words,  it  should  be 
trained  to  investigate  and  think.  When  one  of  the 
ancient  philosophers  was  asked  what  a  certain  pupil 
should  learn,  he  gave  the  following  noble  reply:  "Let 
him  learn  that  which  will  be  of  service  to  him  when  ho 
becomes  a  man.'1  And,  I  add,  he  who  has  acquired  the 
habit  of  close  reflection,  and  examination,  and  a  true 
spirit  of  self-reliance,  has  gained  that  knowledge  which 
will  be  of  essential  service  to  him.  life's  journey  through ; 
while  he  who  has  not  formed  these  habits*  will  become  a 
comparatively  useless  and  inefficient  man,  though  his 
head  be  stored  with  the  mere  contents  of  all  the  books 
ever  published. 

I  repeat  again,  that  the  true  end  of  all  lessons  should 
be  intellectual  discipline.  "The  common  impression 
seems  to  be,  that  the  mind  is  to  be  distended  with  knowl- 
edge, rather  than  braced  with  discipline.  And  much  of 
past  instruction  has  been  calculated  to  foster  the  idea, 
that  the  child,  like  his  own  passive  verb,  is  '  to  be  acted 
upon.'  He  is  to  be  taught,  merely;  and  somehow,  by 
the  agency  of  talking  and  explanation,  and,  as  it  were, 
puncturing  and  rousing  the  dead  flesh  of  ignorance  with 
an  interrogation-point,  on  the  part  of  the  teacher,  and 
monosyllabic  expressions  of  easy  assent,  on  the  part  of  the 
scholar,  he  can  be  raised  to  intellectual  life,  and  trans- 
formed from  the  child  in  his  folly  to  a  man  in  intellectual 
things.  I  need  hardly  say  that  this  is  a  mistake  in  fun- 
damentals; it  is  an  error  in  doctrine.  Do  you,  0 
teacher,  suffer  your  pupil  to  learn  memoriter  ?  Do  you 


LESSONS    AND    RECITATIONS.  165 

KNOWING,    BUT   UNABLE   TO   TELL. 

allow  him  to  suppose  he  has  mastered  a  subject,  while 
he  has  to  rely  on  your  questions  in  the  recitation  of  it? 
Do  you  suffer  him  to  proceed,  for  instance,  in  mathe- 
matics, without  subjecting  him  to  the  habit  of  rigid 
analysis,  and  compelling  him  to  see  and  assign,  un- 
prompted, a  reason  for  every  step, —  without  obliging  him 
to  construct  his  own  rules,  and  thus  grow  in  discipline 
every  day  ?  Then  you  can  never  raise  the  little  company 
of  your  disciples  to  the  mount  of  clear  vision,  and  make 
them  strong-minded  men ;  you  are,  rather,  in  the  great- 
est danger  of  sinking  them  a  thousand  fathoms  deep  in 
the  Dead  Sea."  * 

The  teacher  should  incite  his  pupils  so  to  study  their 
lessons  that  they  may  understand  them,  and  give  clear 
and  unequivocal  proof  of  their  comprehension  when 
called  upon  to  recite.  Let  this  be  done  thoroughly,  and 
we  shall  not  see  so  many  school-rooms  filled  with  pupils 
':  who  know,  but  cannot  tell.  Pupils  who  have  the 
knowledge,  but  cannot  find  it.  They  know  just  where 
it  is ;  but,  like  a  thief's  honesty,  in  the  moment  of  trial 
it  is  not  there  !  This  genus  is  a  large  one ;  and  it  de- 
serves what  editors  call  a  notice,  though  I  think  not  a 
puff.  They  have  studied  all  science  and  art,  and  know 
everything,  and  yet  know  nothing.  They  seem  to  be 
well  versed,  and  'ready  to  communicate,'  so  long  as  the 
question-asking  teacher  manages  the  'discharging- rod.' 
They  are  so  ready  to  answer,  that  they  seem  to  overflow 
with  knowledge.  But,  when  without  this  assistance  they 
are  called  upon  for  an  exposition  of  what  they  know, 
ulas !  they  suddenly  find  that  their  knowledge,  like  fare 

*  W.  C.  GoldthwaiL 


166  COMMON    SCHOOL    EDUCATION. 


ANECDOTE    OF   A    PUPIL. 


well  emotions,  '  lies  too  deep  for  utterance.'  As  it  i* 
said  of  some  cutaneous  disorders,  it  has  'struck  in,' — 
though,  I  believe,  without  producing  any  congestion  at 
the  centre !  But,  dropping  the  language  of  ridicule,  we 
should  remember  that  the  pupil  does  not  know  till  he 
can  tell" 

Some  teachers  have  a  wonderful  faculty  of  "  carry- 
ing "  their  pupils  over  much  ground,  without  going  into 
it.  It  would  answer  about  as  well,  if  such  should  carry 
their  pupils  on  their  shoulders  over  the  hook  closed 
and  sealed.  Some  parents,  too,  appear  to  be  perfectly 
satisfied  in  knowing  that  their  children  are  attending  to 
a  long  list  of  studies,  though  they  may  not  acquire  any 
well-grounded,  definite  or  thorough  understanding  of  a 
single  branch.  The  learning  and  repeating  of  certain 
stereotyped  rules  in  a  book  are  mistaken  for  a  clear 
understanding  and  general  application  of  principles. 
Pupils  thus  trained  will  resemble  the  youth  in  the  fol- 
lowing case.  Says  a  teacher :  "A  lad  of  seventeen 
years  once  said  to  me,  with  an  air  of  considerable  import- 
ance, '  I  went  through  DabolV s  Arithmetic  three  times 
last  winter,  sir;  and  lean  do  any  question  in  the 
hardest  cipher  ing-book  you  can  bring:'  I  did  not  dis- 
pute him ;  for  I  did  not  doubt  that  he  could,  mechani- 
cally, obtain  the  answer  to  almost  any  question  he  could 
find  in  a  book,  set  down  under  a  specific  rule.  But, 
presuming  that  he,  like  many  others,  had  made  figures 
without  thinking,  I  asked  him  if  he  could  tell  me  what 
twenty  pounds  of  beef  would  'come  to,  at  ten  cents  per 
pound,  provided  two-thirds  of  it  was  fat.  After  a  mo- 
mentary and  awkward  hesitation,  he  said,  ;  If  you  will 
tell  me  what  the  fat  comes  to,  I  will  do  the  question.' 


LESSONS   AND    RECITATIONS.  167 

THE  "  TRYING-OUT  "    PROCESS. 

As  I  smiled  at  this,  he  said,  with  much  spirit,  '  If  you 
will  tell  me  what  rule  it  comes  under,  I  will  do  it.'  I 
continued  silent,  for  his  ludicrous  embarrassment  pre- 
vented my  speaking  at  the  instant,  when  he$  with  great 
earnestness,  exclaimed,  'It  is  an  unfair  sum;  I  never 
saw  such  a  sum  in  the  book  in  my  life.'  ' 

And  thus  it  is  with  many ;  they  do  not  examine, 
they  do  not  think.  They  have  not  yet  learned  that 
thinking  has  anything  to  do  with  an  education.  The 
unfortunate  lad,  just  alluded  to,  had  never  accustomed 
his  mind  to  seek  for  the  why  and  wherefore.  No  :  that 
two-thirds  fat  he  could  not  digest ;  he  could  not  put  it 
under  any  rule ;  —  indeed,  he  had  never  before  seen  a 
question  that  had  any  fat  in  it,  and  he  was  entirely 
unacquainted  with  the  "trying-out"  process. 

It  is,  often,  a  fault,  with  a  teacher,  that  he  confines  his 
instruction  to  the  strict  letter  of  the  text-book,  and  rests 
satisfied  if  his  pupils  answer  the  questions,  or  solve  the 
problems,  of  the  book,  without  making  any  attempt  to 
test  their  ability  to  apply  the  knowledge  thus  gained. 
It  is  wonderful  to  see  how  much  mere  text-book  knowl- 
edge one  may  have,  and  yet  possess  little  or  no  ability  to 
bring  that  knowledge  to  bear  upon  the  practical,  business 
operations  of  every -day  life.  A  certain  man  had  a  son 
who  was  considered  quite  a  prodigy  in  the  mathematical 
department.  The  father  prided  himself  on  the  facility 
and  accuracy  with  which  his  son  would  perform  all  arith- 
metical calculations  and  operations.  On  a  certain  occa- 
sion he  purchased,  of  a  market-man,  a  load  of  turkeys. 
The  seller  of  the  turkeys  readily  reckoned  the  amount  he 
was  to  receive  for  his  load ;  but  this  did  not  accord  with 
the  purchaser's  views.  His  son  Solomon  was  the  only 


168  COMMON    SCHOOL    EDUCATION. 


TURKEY    RULE.  RECITATIONS. 


one  who  could  do  such  questions  with  sufficient  accuracy 
to  suit  him ;  and  Solomon  was  accordingly  called,  and 
requested  to  ascertain  what  the  load  of  turkeys  would 
come  to.  With  slate  in  hand,  he  seated  himself,  and 
began  making  figures.  After  a  suitable  time,  he  was 
asked  for  the  result.  His  reply  was,  "I  have  not  quite 
got  it  yet."  After  a  longer  time  had  elapsed,  the  father 
again  called,  with  some  feeling  of  impatience,  for  the 
answer,  when  Solomon  said,  "  To  tell  the  truth,  father, 
I  cannot  do  the  question,  for  I  have  never  ciphered  in 
turkey  rule." 

Let  the  pupil  be  accustomed  to  receive  questions  of  a 
practical  nature,  aside  from  those  in  the  text- book,  and 
he  will  study  his  lessons  with  the  intention  of  under- 
standing them,  and  not  with  the  mere  design  of  repeating 
the  words  or  rules  of  the  book. 

RECITATIONS.  —  Much  depends  upon  the  manner  of 
conducting  a  recitation.  From  a  visit  to  some  schools, 
one  might  infer  that  it  was  the  teacher's  part  to  recite, — 
and  that,  in  many  cases,  to  very  inattentive  listeners. 
Some  teachers  talk  so  much  and  so  loudly,  in  their 
attempts  to  explain  and  simplify  a  lesson,  as  rather  to 
confuse  than  enlighten. 

The  scholar  should  be  made  to  feel  that  it  is  his  duty 
to  recite  his  lessons,  and  that  the  greatest  merit  will  con 
sist  in  the  clearest  and  promptest  answers  and  solutions. 
He  should  be  made  to  feel  that  he  must  gain  a  clear  and 
definite  understanding  of  the  subject  under  consideration, 
so  that  he  may  impart  his  knowledge  in  a  plain  and  intel- 
ligible manner.  He  should  be  induced  to  regard  that 
accuracy  and  positiveness  in  his  explanations  which  can 
only  emanate  from  a  complete  and  thorough  comprehen- 


LESSONS   AND    RECITATIONS.  169 


ANECDOTE. CLEARNESS. 


sion  of  his  subject.  Many  scholars  acquire  a  habit  of 
.ndefiniteness  and  confusedness  in  relation  to  their  les- 
sons. They  may  feel  pretty  certain  that  one  of  two 
answers  is  correct,  but  they  cannot  with  any  degree  of 
certainty  say  which.  The  color  of  the  article  under  con- 
sideration is-either  black  or  white,  but  which  positively 
they  know  not.  They  are  in  a  condition  like  that  of 
the  Irish  recruit,  who,  on  being  asked,  by  his  officer, 
what  his  height  was,  replied  that  the  man  who  meas- 
ured him  said  it  was  five  feet  ten,  or  ten  feet  five,  but 
exactly  which  it  was  he  could  not  tell  at  all,  at  all, — 
though  sure  he  was  that  one  of  the  two  was  right ;  and 
all  this,  too,  with  a  feeling  that  either  would  answer. 
Now,  who  cannot  see  that  such  indefiniteness  is  not 
knowledge, —  it  is  mere  guessing? 

The  following  excellent  suggestions  are  from  the  pen 
of  Rufus  Putnam,  Esq.,  for  many  years  principal  of  the 
Bowditch  School,  Salem,  Mass. : 

"  Recitations  should  be  conducted  in  the  manner  best 
adapted  to  the  cultivation  of  all  the  mental  powers.  In 
recitations  in  geography,  for  example,  the  drawing  of 
maps  is  an  exceedingly  valuable  exercise  ;  but  it  should 
be  done  without  reference  to  the  map,  except  as  it  was 

studied  before  coming  to  recitation The  teacher 

should  ever  esteem  it  a  duty,  of  the  highest  importance, 
to  do  what  he  may  to  invest  his  pupils  with  the  power  of 
fixing  the  attention.  All  else  that  the  pupil  may  learn 
will  be  of  little  value,  compared  with  this;  and  if  he 
shall  succeed  in  cultivating  this  faculty,  and  imparting 
a  high  degree  of  this  power,  he  may  consider  himself 
amply  repaid  for  any  amount  of  labor  it  may  have  cost 
him.  It  is  not  always  easy  to  secure  the  undivided 
15 


17ft  COMMON    SCHOOL    EDUCATION. 

MODE   OF   CONDUCTING   A   RECITATION. 

attention  of  scholars  in  time  of  recitation  :  they  will  listen 
attentively  to  the  remarks  of  the  teacher ;  but  to  listen 
to  each  other  while  reciting,  so  carefully  as  to  notice 
their  errors  and  omissions,  is  not  so  easy.  I  have  found 
no  mode  of  conducting  recitations  better  adapted  to 
secure  the  attention  of  the  pupils,  and  to  profit  them  in 
every  respect,  than  the  following  : 

"  The  class  should  have  all  the  time  and  assistance 
they  need  to  enable  them  to  learn  the  lesson  assigned, 
so  that  no  one  shall  come  to  the  recitation  unprepared, 
except  in  consequence  of  his  own  neglect.  The  teacher 
should  propound  the  questions  to  the  scholars,  generally, 
not  in  any  particular  order,  but  promiscuously ;  stating 
the  question  before  naming  the  scholar  who  is  to  recite. 
If  any  scholar  does  not  understand  the  question,  he  will 
make  it  known  before  any  one  is  called  to  answer.  If 
the  scholar  called  on  does  not  know  the  question,  he  is 
considered  as  failing,  and  another  is  called  upon  to 
answer.  As  a  general  rule,  the  scholar  should  be  allowed 
to  go  through  with  his  answer,  right  or  wrong,  without 
assistance  or  interruption  by  either  the  teacher  or  one  of 
the  class.  If  he  commits  an  important  error,  neither  the 
teacher,  nor  another  member  of  the  class,  should  notice 
it  by  any  outward  token  whatever ;  and  the  next  ques- 
tion may  be  propounded  just  as  if  the  last  had  been 
answered  correctly.  The  scholar  next  called  on  to 
answer  will  correct  the  error  made  by  the  one  who  pre- 
ceded him.  if  he  observed  it.  If  he  does  not  correct  it, 
he,  also,  is  charged  with  the  error,  although  he  should 
answer  his  own  question  correctly ;  —  and  so  on,  each 
scholar  being  charged  with  as  many  errors  as  he  allows 
to  pass  unconnected ;  though  it  may  be  best  to  require  nc 


LESSONS    AND    RECITATIONS.  171 


DEFINITE    ANSWERS. ANECDOTE. 


scholar  to  correct  more  than  one  error.  The  teacher, 
all  the  while,  remains,  as  much  as  possible,  a  silent  lis- 
tener, until  the  recitation  is  finished, —  carefully  noticing 
all  the  errors.  Having  thus  exhausted  the  knowledge  ot 
the  class,  as  far  as  time  will  permit  he  will  remark  upon 
any  error  which  remains  unconnected ;  decide  who  were 
right,  and  who  were  wrong,  among  those  who  differed  in 
their  answers ;  and  give  such  explanations  and  additiona, 
instruction  as  the  case  demands.  By  conducting  the 
recitation  in  this  way,  a  strong  motive  is  presented  to 
the  scholar  to  study  the  lesson  carefully  before  recita- 
tion ;  to  depend  on  himself,  and  not  on  his  teacher,  while 
reciting ;  to  watch,  attentively,  the  whole  recitation ;  to 
discriminate  between  answers  nearly,  and  those  which 
are  exactly,  correct;  and,  at  the  close  of  the  recitation,  to 
listen  with  interest  to  the  remarks  which  the  intelligent 
and  faithful  teacher  will,  if  left  to  himself,  seldom  omit. 
Good  judgment  will  be  needed  in  introducing  such  a 
mode  of  conducting  a  recitation  to  a  class  unaccustomed 
to  it ;  and  it  would  not  be  expedient  to  observe  this  mode 
strictly  in  hearing  recitations  upon  all  subjects,  and  from 
pupils  in  every  stage  of  advancement ;  but  I  would  rec- 
ommend as  near  an  approximation  to  it  as  the  circum- 
stances will  admit" 

Pupils  should  be  required  to  give  clear  and  well-defined 
answers  at  the  first  trial.  Many  scholars  have  a  won- 
derful faculty  of  recovering  from  an  incorrect  answer, 
after  catching  a  hint  of  their  inaccuracy  from  the  class 
or  teacher.  They  say  one  way,  and  then  recall  it.  and 
say  they  "  meant  to  say  "  so  and  so,  which  is  often  quite 
the  reverse  of  what  they  had  said  or  tnought  previously. 
A  Frenchman  once  said  of  a  certain  sword,  ".  Dis.  ish  .da 


172  COMMON    SCHOOL    EDUCATION. 


HOW    SOME    PUPILS   DO. 


sword  vich  Balaam  had."  "  But,"  replied  a  hearer, 
"Balaam  had  no  sword;  lie  only  wished  he  had  one." 
"Well,"  said  the  pertinacious  Frenchman;  "I  mean, 
dis  ish  de  very  sword  dat  he  vish  he  had." 

Thus  it  is,  often,  with  some  scholars ;  they  discover 
their  error,  and  the  true  answer,  from  some  circumstances 
or  expressions,  and  then  undertake  to  assume  a  right 
position  by  "0,  yes;  I  meant  so."  Of  course,  they 
.meant  to  give  the  true  answer,  even  if  they  knew  it  not. 

Some  teachers  are  much  accustomed  to  having  their 
pupils  recite  in  concert.  This,  I  think,  should  not 
often  be  encouraged.  Some  exercises  may  be  recited  by 
the  pupils  simultaneously  to  good  advantage ;  but  this 
mode  of  reciting  too  often  constitutes  a  shield  for  the  idle 
and  inaccurate  pupils.  Whenever  it  is  adopted,  the 
teacher  should  insist  that  all  answer  immediately  and  at 
the  same  instant,  so  that  none  may  gain  a  "  catch- word  " 
from  others  in  his  class. 

The  instructor  should  have  the  fullest  assurance  that 
all  rules,  explanations,  and  illustrations,  in  connection 
with  a  lesson,  are  perfectly  comprehended.  It  is  an 
excellent  plan  to  encourage  scholars  to  ask  questions,  and 
make  observations,  in  reference  to  the  passing  lesson. 
Let  them,  if  possible,  be  so  trained  that  they  will  feel 
perfectly  free  to  ask  for  any  further  explanation,  or  to 
make  any  suggestions  that  may  occur  to  their  minds 
At  the  close  of  a  recitation,  it  may  be  well  to  request  any 
member  of  a  class  to  ask  any  question  in  reference  to 
the  lesson,  or  name  any  point  upon  which  he  would  like 
to  receive  more  or  clearer  information.  It  is  of  the 
utmost  importance  that  the  desire  to  gain  a  distinct  and 
clear  understanding  of  every  subject  be  early  and  finnlv 


LESSONS   AND    RECITATIONS.  173 


J.  D.  PHILBRICK    ON    RECITATIONS. 


formed,  and,  also,  that  a  true  spirit  of  self-reliance  and 
self-possession  be  carefully  and  earnestly  encouraged  and 
promoted. 

J.  D.  Philbrick,  for  many  years  an  efficient  teacher  in 
Boston,  and  now  principal  of  the  Connecticut  State  Nor- 
mal, uses  the  following  very  sensible  remarks,  in  answer- 
ing the  question,  ' '  How  shall  the  teacher  proceed,  in 
order  to  render  a  particular  recitation  as  pleasant  and 
profitable  as  possible  7  " 

"  As  a  preliminary  step,  in  attempting  to  reach  this 
result,  it  is  important  to  give  pupils  definite  and  partic- 
ular directions  as  to  the  manner  of  preparing  their  les- 
sons, and  the  manner  in  which  they  will  be  expected  to 
recite.  The  difficulties  they  will  be  likely  to  meet 
should  be  anticipated,  and,  though  not  solved  and  cleared 
up,  such  hints  should  be  thrown  out  as  the  case  may 
require.  The  means  of  securing  faithful  preparation,  on 
the  part  of  pupils,  does  not  come  within  the  range  of  our 
present  subject.  But  let  us  suppose  that  object  attained, 
and  the  recitation  commences. 

"  Aftentio/i  is  the  most  important  thing  now  to  be 
required  of  the  pupils, —  undivided  attention, —  the  atten- 
tion of  the  whole  class  as  long  as  the  recitation  continues. 
I  put  an  important  question  to  one  of  my  pupils  a  few 
days  since,  which  he  could  not  answer,  and  pleaded  as 
an  excuse,  and  with  eyes  filled  with  tears,  that  it  was 
not  in  the  book,  and  he  had  never  heard  it  before.  But 
the  fact  was,  that  it  had  been  discussed  and  answered,  in 
his  presence,  on  the  day  previous,  while  he  was  inatten- 
tive, and  so  he  Avas  none  the  wiser  for  what  had  been  said 
about  it.  Instruction  is  wasted  on  minds  while  in  such 
a  state.  It  is  seed  sown  by  the  wayside. 
15* 


174  COMMON   SCHOOL   EDUCATION. 


ATTENTION.  ENERGY. 


"  Attention  is  a  fundamental  requisite  of  a  good  reci- 
tation, and  must  be  secured,  at  any  cost ;  for,  without  it, 
the  best  of  instruction  can  neither  be  understood  nor 
retained.  The  teacher  should  leave  no  expedient  untried 
till  he  has  succeeded  here ;  for  it  is  idle  to  obtain  other 
conquests  while  this  victory  remains  t«  >  be  achieved.  But 
he  must  not  attempt  impossibilities,  and  contend  against 
nature,  with  the  expectation  of  a  complete  mastery ;  for 
there  are  some  wits  so  wandering,  that  no  art  can  keep 
them  on  the  same  subject  for  a  long  time.  Pupils  of 
this  description  need  to  have  the  kaleidoscope  turned 
often  before  their  mental  vision.  The  attention  of  young 
scholars  is  soon  wearied ;  and  it  is  very  injudicious  to 
drag  their  jaded  minds  through  long  recitations.  Their 
mental  repast  should  be  short  and  sweet.  They  will 
come  to  them,  then,  with  a  sharp  appetite,  though  often 
called. 

"  Before  dismissing  this  topic,  it  is  proper  to  observe 
that  there  are  two  kinds  of  attention, —  that  which  is 
caused  by  an  interest  in  the  subject  under  consideration, 
and  that  which  is  yielded  from  a  sense  of  duty,  and  under 
the  pressure  of  necessity.  The  former  should  be  aimed 
at  when  it  is  desirable  to  deposit  knowledge  in  the  mem- 
ory safely.  The  latter  is  useful  as  a  mental  discipline. 
When  the  Athenian  orator  was  asked  what  was  the  most 
important  thing  in  speaking,  he  replied,  '  Action ;  the 
second  requisite,  action;  the  third,  action'  And  I 
would  say  the  same  of  attention,  in  recitation. 

"  Energy  is  another  essential  requisite  in  a  good  reci- 
tation. This  quality  should  never  be  omitted.  It  should 
enter  into  every  action,  however  minute  and  trivial.  In 
rising  up  and  in  sitting  down,  in  the  posture  of  tho  body 


LESSONS   AND   RECITATIONS.  175 

THE  TEACHER'S  MANNER  AND  EXAMPLE. 

and  holding  the  book,  it  should  be  constantly  insisted 
upon.  Indistinct  utterance  is.  not  unfrequently,  the 
result  of  a  slothful  habit  of  using  the  organs  of  speech, 
especially  the  tongue  and  lips.  In  such  cases,  energy  ia 
the  only  remedy.  The  organs  of  the  body,  as  well  as 
the  faculties  of  the  mind,  should  be  trained  to  prompt 
and  vigorous  action  in  every  exercise  in  the  recitation 
where  it  is  possible.  A  right  use  of  the  respiratory  organs 
is  an  efficient  means  of  promoting  habits  of  energetic 
action.  I  suppose  that  it  was  on  this  principle  that  Na- 
poleon selected  men  for  action  who  were  provided  with 
ample  nostrils  and  capacious  lungs. 

"But,  in  our  earnestness  and  zeal  for  the  for  tiler  in 
re,  it  is  well,  on  the  other  hand,  to  guard  against  forget- 
fulness  of  the  suaviter  in  modo.  Energy  should  be 
well  tempered  with  the  attractive  grace  of  gentleness. 
It  may  be  useful,  also,  to  bear  in  mind,  that  there  is  a 
marked  difference  between  energy  and  noise,—  a  differ- 
ence similar  to  that  between  lightning  and  thunder.  The 
literal  meaning  of  energy  is  inward-workingness  ;  and, 
where  it  really  exists,  it  will  make  itself  felt,  though 
speaking  in  a  '  still  small  voice.' 

"  The  example  of  the  teacher  is  the  best  mode  of  secur- 
ing energetic  habits  in  pupils.  Energy  is  contagious. 
Let  the  teacher  be  active,  brisk,  and  decisive,  in  his 
manner,  and  the  same  qualities  will  be  reflected  in  his 
pupils.  On  the  other  hand,  who  ever  found  a  class  any 
thing  but  tame  and  listless  in  the  hands  of  a  teacher 
eminent  for  sluggishness  and  inactivity?  There  is  no 
better  rule  on  this  subject  than  that  in  the  holy  proverb, 
*  Whatever  our  hands  find  to  do,  let  us  do  it  with  all  our 
might 


176  COMMON   SCHOOL   EDUCATION. 


ENCOURAGEMENT. EXACTNESS. 


"  Encouragement,  when  judiciously  applied,  is  a 
powerful  agent  in  promoting  the  objects  of  recitation.  It 
is  what  scholars  of  all  grades  need.  Children  must  have 
it,  or  they  will  not  succeed.  Encouragement,  in  educa- 
tion, is  like  the  sun  in  the  natural  world ;  nothing  can 
supply  its  place.  The  teacher  who  knows  how  to  dis- 
pense his  smiles  of  approbation  wields  a  greater  power 
than  ever  slept  in  the  rod,  or  was  contained  in  the  lan- 
guage of  censure  and  reproach.  Make  a  pupil  think  he 
can  do  a  thing,  and  he  can  do  it.  Possimt,  quia  posse 
videntur.  This  is  a  consideration  which  requires  partic- 
ular attention,  as  teachers  are  constantly  prone  to  bestow 
the  largest  share  of  encouragement  where  it  is  least 
needed.  How  much  more  are  the  bright  and  bold  schol- 
ars praised,  and  cheered  on,  than  the  dull  and  timid  ! 
Scholars  should  be  encouraged  to  ask  questions  and  sug- 
gest the  difficulties  which  occur  to  their  minds ;  for  sensi- 
ble and  pertinent  questions  require  thought, , and  promote 
mental  activity.  The  skilful  teacher  will  answer  one 
question  in  sucb^a  manner  as  to  provoke  many  more,j 
and,  when  the  appetite  of  'h^pu^lh$^.;become  sufficiently 
keen,  he  will  be  directed  to  the  sources  of  information, 
and  encouraged  to  work  the  mine  of  knowledge  on  his 
own  account. 

"Exactness  is  a  point  which  should  be  rigorously  de 
manded  in  recitation.  There  can  be  no  such  thing  as 
good  scholarship,  or  good  instruction,  without  it.  In 
pronunciation,  it  is  not  enough  to  avoid  inaccuracies :  the 
utterance  should  be  complete  in  every  respect,  and  free 
from  all  defects.  Fragments  of  sentences,  and  incohe- 
rent phrases,  should  not  be  received  as  answers  to  ques- 
tions. It  fosters  a  slovenly  habit  of  expression,  and  roba 


LESSONS  AND   RECITATIONS.  177 


A    MODE   OF   ANSWERING. 


the  pupil  of  the  hest  practical  means  of  acquiring  readi- 
ness and  correctness  in  the  use  of  language.  -  It  is  an 
important  rule  to  require  the  pupil  to  include  the  ques- 
tion in  his  answer,  and  form  a  complete  sentence,  which 
can  stand  alone.  For  example ;  if  the  teacher  put  the 
question,  '  What  is  the  capital  of  France  ? '  it  is  not 
enough  to  receive  for  the  answer.  '  Paris.'  The  answer 
should  be  thus, — '  The  capital  of  France  is  Paris,'  or 
thus, — '  Paris  is  the  capital  of  France.'  I  am  aware 
that  it  will  be  objected  to  this  mode  that  it  consumes  too 
much  time ;  but,  if  a  teacher  will  but  adopt  it,  and  prac- 
tise it  for  some  time,  he  will  find  that  it  is  well,  some- 
times, '  to  stay  a  little,  that  he  may  make  an  end  the 
sooner.' 

"In  every  recitation,  it  should  be  the  aim  of  the 
teacher  to  call  into  exercise  as  many  faculties  as  possible ; 
for  it  is  only  by  exercising  them  that  they  can  be  developed 
and  perfected.  When  it  is  possible,  principles  should  be 
deduced  from  the  particular  facts  under  consideration ; 
the  pupils  made  to  see  how  much  more  valuable  the 
knowledge  of  one  general  truth  is,  than  the  knowledge  of 
many  facts.  Every  sort  of  routine  in  recitation  should 
be  avoided.  The  teacher  who  would  be  very  successful 
must  tax  his  invention  to  find  out  ways  of  varying  the 
exercises,  though  always  keeping  the  great  end  in  view." 


CHAPTER    XXI. 

EXAMINATIONS     AND     EXHIBITIONS. 

SCHOOL  examinations,  judiciously  regarded  and  prop- 
erly conducted,  have  a  beneficial  effect  upon  teachers, 
pupils,  and  parents ;  but,  that  they  may  answer  their 
true  design,  and  produce  the  favorable  results  for  which 
they  are  instituted,  their  object  should  be  clearly  under- 
stood and  wisely  observed.  An  examination  in  the  pros- 
pect should  tend  to  stimulate  both  teachers  and  pupils  so 
to  perform  all  their  school  duties  that  they  will,  at  any 
time,  bear  a  strict  and  candid  inspection.  It  should  not. 
however,  be  considered  as  an  end,  but  merely  as  an 
auxiliary,  in  the  great  work  of  education. 

It  is  sometimes  the  case  that  an  instructor  and  his 
pupils  look  upon  examination-day  as  the  day  for  which 
all  previous  school  days  were  made ;  and  they  apply  all 
their  powers,  and  devote  all  their  energies,  to  a  formal 
preparation  for  its  exarcisos.  This  is  all  wrong,  as  it 
tends  to  form  incorrect  views  in  relation  to  the  true 
nature  and  purpose  of  all  school  training.  Teachers  and 
pupils  should  daily  labor  with  a  strong  desire  to  do  their 
work  so  faithfully  that  it  will  at  all  times  bear  the  test 
of  a  close  examination.  Nothing  can  be  more  erroneous 
than  the  idea,  which  some  appear  to  entertain,  that  the 
exercises  and  recitations  of  a  single  day,  in  the  presence 
of  a  crowd  of  people,  who  have  entered  the  school-room 
for  the  first  time  during  the  year,  will  afford  a  fail 


EXAMINATK  NS   AND    EXHIBITIONS.  179 


THE   OBJECT   OF   EXAMINATIONS. 


criterion  for  deciding  upon  the  condition  of  a  school,  and 
of  the  past  fidelity  of  teacher  and  pupils.  On  such  occa- 
sions, the  very  circumstances  will  tend  greatly  to  modify 
the  real  appearance  of  a  school,  both  as  regards  deport- 
ment and  recitations.  The  unusual  assemblage  often 
tends  to  abash  or  confuse  the  best  pupils  of  a  school. 
Many  a  good  scholar  has  had  his  spirits  crushed,  and  his 
ardor  checked,  by  failures  resulting  from  embarrassment 
on  the  day  of  examination.  On  such  occasions,  the  chil- 
dren are  frequently  subjected  to  an  ordeal  that  would  be 
trying  to  adults.  Sometimes  the  mere  excitement  attend- 
ant upon  an  examination  causes  many  pupils  to  appear  to 
great  disadvantage. 

The  true  object  of  an  examination  should  be,  to  ascer- 
tain whether,  under  all  the  circumstances,  teacher  and 
pupils  have  performed  their  daily  duties  in  a  faithful  and 
intelligent  manner,  so  that  they  deserve  the  continued 
approval  of  committees  and  parents.  The  desired  knowl- 
edge on  this  point  can  be  more  satisfactorily  obtained  by 
occasional  and  informal  visits  to  a  school,  than  on  a  set 
examination-day.  I  would,  therefore,  suggest,  that, 
instead  of  the  mode  of  examining  schools  now  so  com- 
mon, committees  should  visit  the  schools  under  their 
charge  as  frequently  as  may  be,  and  without  previous 
notice.  At  these  visits,  they  should  examine  the  several 
classes,  with  as  much  thoroughness  as  may  be  desirable, 
to  ascertain  their  true  condition.  The  teacher's  methods 
of  teaching  and  governing  should  also  be  carefully  ob- 
served, and  every  step  taken  that  may  seem  essential  to 
gain  a  correct  understanding  of  the  true  condition  of  the 
school. 

These  occasional  visits  will  afford  an  insight  into  the 


180  COMMON    SCHOOL   EDUCATION. 


EXHIBITIONS. 


every-day  movements  and  state  of  the  school,  and  give  a 
more  just  view  of  the  nature  of  the  relation  which  sub- 
sists between  the  instructor  and  pupils.  Results,  in 
themselves  highly  satisfactory,  as  exhibited  on  examina- 
tion-day, may  have  been  produced  by  methods  and  pro- 
cesses very  unsatisfactory. 

At  the  times  of  these  visitations,  it  should  be  the  aim 
of  the  teacher  to  conduct  the  several  exercises  precisely 
as  he  does  when  no  visitors  are  present,  that  the  school 
may  appear  in  its  usual  condition.  If  the  committee 
•wish  to  examine  any  class  or  classes  more  at  length,  the 
teacher  should  most  cheerfully  acquiesce,  and  do  all 
within  his  power  to  impart  a  correct  understanding  of  the 
condition  of  the  school,  with  all  its  defects,  as  well  as 
excellences.  If  pupils  have  been  idle  or  heedless,  let  it 
be  seen  to  their  disadvantage ;  if  they  have  been  diligent 
and  attentive,  let  it  appear  to  their  credit. 

If  these  informal  visits  shall  tend  to  satisfy  the  com- 
mittee that  the  schools  have  been  laboring  wisely  and 
faithfully  in  all  their  relations,  an  opportunity  should  be 
afforded  the  teachers,  at  the  close  of  their  several  terms, 
to  present  such  an  exhibition  of  the  school  as  may  best 
tend  to  interest  parents  and  pupils.  But  it  should  be 
regarded  as  an  exhibition,  and  not  as  an  examination. 
It  should  be  an  occasion  that  will  be  alike  gratifying  to 
pupils  and  parents, —  a  sort  of  assurance  that  school 
duties  have  been  so  satisfactorily  performed  as  to  entitle 
pupils  and  teacher  to  the  privilege  of  exhibiting  their 
more  pleasing  and  less  irksome  exercises.  The  speaking 
of  pieces,  rehearsal  of  dialogues,  and  reading  of  composi- 
tions, may,  in  part,  constitute  the  exercises  on  these  occa- 
fions.  Their  true  object  should  be,  to  show  what  the 


EXAMINATIONS    Atft    EXJ'^Ul-fONS.  181 


THEATRICAL   SHOW    TO   BE   AVOIDED. 


pupils  can  do, —  to  present  the  school  in  its  most  favor- 
able aspect.  Such  exhibitions  will  tend  to  interest 
parents,  and  induce  many  to  enter  the  school-room  who 
would  not  come,  under  ordinary  circumstances, —  and, 
if  rightly  improved,  they  will  furnish  opportunities  for 
calling  the  attention  of  parents  to  some  of  their  school 
duties  and  obligations.  It  should,  however,  be  the  aim 
of  all  concerned  to  avoid  every  appearance  of  mere  theat- 
rical show,  and  to  have  all  the  exercises  such  as  have  a 
salutary  influence  and  leave  pleasant  impressions. 
16 


CHAPTER    XXII. 

MULTIPLICITY    OF    STUDIES. 

THERE  is  a  feeling  quite  too  prevalent,  in  the  commu- 
nity, that  a  multiplicity  of  studies  is  really  essential  to 
good  scholarship.  Hence,  many  branches  are  attended 
to  superficially,  while  no  branch  is  pursued  systemat- 
ically and  thoroughly.  Parents  and  pupils  frequently 
imbibe  the  impression  that  a  long  list  of  studies  will  pro- 
duce good  scholars.  But  a  more  stupendous  error  can- 
not be  conceived.  Our  schools,  at  best,  can  furnish  but 
a  foundation,  upon  which  the  whole  subsequent  life 
must  erect  a  superstructure.  It  is  vastly  more  important 
that  this  foundation  be  accurately,  strongly,  and  fitly 
made,  than  that  it  contain  a  great  variety  of  material. 

I  would  not  be  understood  as  undervaluing  the  higher 
branches,  but  merely  as  being  opposed  to  substituting 
them  for  the  elementary  and  indispensable  ones.  I  would 
not  have  a  pupil  attend  to  geography  of  the  heavens  until 
he  knew  something  of  the  geography  of  the  earth ;  nor 
would  I  allow  Chemistry,  Astronomy,  Geometry,  Botany, 
Geology,  and  a  long  list  of  other  ologies,  to  take  the 
place  of  Reading,  Spelling,  Arithmetic,  and  other  fun- 
damental studies.  Let  a  good  foundation  be  well  and 
thoroughly  laid,  and  then  the  pupil  has  that  on  which  ha 
may  rear  a  superstructure  of  any  desired  nature  and 
extent.  But,  how  often  is  it  that  pupils  are  allowed  to 
fritter  away  their  time  upon  some  of  the  more  accoru- 


MULTIPLICITY    IF   STUDIES.  183 

TOO   MANY   STUDIES.  —  ANECDOTE. 

plished,  though  really  less  useful  branches,  and  that,  too, 
when  they  are  sadly  deficient  in  their  elementary  train- 
ing !  How  many  misses  spend  their  time  on  music  and 
embroidery,  French  and  painting,  who  might,  with  more 
propriety,  spend  some  time  over  the  spelling-book,  and 
in  learning  the  uses  of  the  needle  and  the  flat-iron,  or 
listening  to  the  music  of  the  broom ! 

A  gentleman,  who  was  for  many  years  at  the  head  of 
a  popular  academy,  says :  "A  young  lady  once  came  to 
place  herself  under  my  care,  with  the  intention  of  becom- 
ing a  teacher.  Upon  examination,  I  found  her  exceed- 
ingly ignorant  in  the  common  branches  of  an  English  edu- 
cation; but,  perceiving,  from  her  appearance,  that  she 
had  a  course  of  study  marked  out  in  her  own  mind.  I  asked 
her  what  branches  she  wished  to  pursue  while  under 
my  care.  Said  she,  '  I  wish  to  study  Chemistry,  Philos- 
ophy, Astronomy,  and  French. —  paint  a  mourning-piece, 
read  Spanish,  conjecture  a  map,  and  learn  bigotry.'  ' 
Thinking  the  last-named  sufficiently  abounded  without 
culture,  he  very  readily  conjectured  that  there  was  some 
mistake  in  the  nomenclature  ;  and,  upon  further  examin- 
ation, he  was  induced  to  substitute  botany  for  bigotry. 
And  is  it  not  true,  that,  in  many  schools,  there  are 
scholars  who  can  neither  pronounce  nor  spell  the  names 
of  the  branches  they  pursue  ? 

The  truth  is,  that  nearly  every  man  has  some  favorite 
study,  which  he  wishes  to  have  occupy  a  prominent  place 
on  the  catalogue  of  school  studies ;  and,  if  the  notions 
and  whims  of  all  should  be  gratified,  it  would  require  no 
inconsiderable  effort  merely  to  remember  the  names  of 
the  various  branches  to  be  pursued.  I  recently  heard 
quite  a  discussion  on  the  propriety  of  making  agriculture 


184  COMMON   SCHOOL   EDUCATION. 

PROPER   STUDIES    FOR   COMMON    SCHOOLS. 

a  distinct  subject  of  school  instruction.  Now,  though  we 
have  a  very  exalted  opinion  of  farming,  we  can  see  no 
good  reason  why  it  should  be  singled  out  from  the  numer- 
ous other  occupations  as  a  department  of  common-schoo' 
study ;  and,  should  such  be  the  case,  we  should  soon  find 
other  occupations  clamorous  for  their  share  of  attention, 
until  it  would  be  necessary  to  construct  school-houses  on 
entirely  new  principles.  While,  outside,  a  small  farm 
would  be  needed,  we  should,  within,  in  addition  to  the 
usual  study-room,  want  one  for  a  carpenter's  shop,  one 
for  a  smithery,  another  for  a  cooperage,  another  for  a 
shoemaker's,  with  a  basement  for  a  cotton  factory,  and 
the  attic  for  a  tinman's  shop.  These,  in  full  operation 
at  one  and  the  same  time,  under  the  superintendence  of 
one  man,  would  render  all  occasion  for  vocal  music  un- 
necessary ;  and,  if  the  young  did  not  become  qualified 
for  the  pursuits  of  life,  they  would  certainly  become 
familiar  with  the  din  of  business. 

Our  common  schools,  constituted  as  they  are,  should 
be  limited  as  to  the  branches  to  be  taught  in  them 
Reading,  Spelling,  Penmanship,  Arithmetic,  Geography 
and  History,  Grammar,  including,  of  course,  composition 
and  letter-writing,  single-entry  Book-keeping,  probably 
comprise  all  the  branches  that  can  be  advantageously 
pursued  in  our  public  schools.  These,  thoroughly  and 
properly  taught,  will  fit  the  young  for  assuming  a  respect- 
able stand  in  life ;  but  the  acquisition  of  higher  branches, 
without  a  well-grounded  understanding  of  these,  will 
only  subject  one  to  constant  occasions  for  mortification. 
What  matters  it,  if  one  understands  Chemistry,  Geometry, 
French,  and  Latin,  with  many  other  branches,  if  he  can- 


MULTIPLICITY    OF    STUDIES.  185 

NO    TEACHER   SHOULD    IMITATE   SERVILELY. 

not  read  intelligibly,   spell  correctly,  write  legibly,  or 
pen  a  neat  and  readable  letter? 

Assuming  that  the  above  branches  are  all  that  can  be 
profitably  introduced  into  our  common  schools,  I  will 
proceed  to  speak  of  each  of  them  separately,  and  impart 
such  hints  in  relation  to  each  as  may  seem  most  import- 
ant. It  will  not  be  my  purpose  to  tell  precisely  how 
each  branch  shall  be  taught ;  but  I  shall,  rather,  aim  to 
make  such  suggestions  in  relation  to  each  as  may  be  of 
some  value  to  those  who  may  engage  in  the  great  busi- 
ness of  educating  the  young.  Every  instructor,  who 
would  be  truly  successful,  must  constantly  draw  upon 
his  own  resources ;  and,  while  he  may  profit  much  from 
the  suggestive  hints  of  others,  he  should  strive,  studiously 
and  wisely,  to  improve  from  these  hints,  by  modifying 
plans,  and  adapting  them  to  the  peculiar  wants  and  cir- 
cumstances of  his  own  school.  It  is  the  part  of  wisdom 
and  prudence  to  draw  instruction  from  every  proper 
source, —  it  is  the  part  of  folly  servilely  to  imitate,  in 
all  particulars,  the  plans  and  movements  of  any  one, 
regardless  of  circumstances. 

The  hints  I  inay  give,  or  the  suggestions  I  may  make, 
^rill,  it  is  believed,  prove,  directly  or  indirectly,  service- 
able to  others ;  and,  possibly,  some  of  the  modes  of  teach- 
ing that  may  be  designated  may  be  deemed  worthy  of 
adoption.  If,  in  relation  to  a  single  branch,  some  new 
idea  may  be  developed,  or  some  new  interest  awakened 
in  the  mind  of  any  one,  the  author  will  feel  that  his 
labor  has  not  been  wholly  in  vain,  or  useless. 
16* 


O  n.  A  ±>  I  IS  R     AA11A. 

READING. 

OF  the  several  branches  attended  to  in  our  schools,  n« 
one  exceeds,  in  importance,  that  of  reading;  and,  per- 
haps, it  may  be  added,  that  none  is  so  imperfectly  taught. 
There  are  various  reasons  for  this ;  two  or  three  of  which 
I  will  allude  to. 

In  the  first  place,  the  number  of  those  in  the  commu- 
nity who  read  but  miserably,  or  indifferently,  is  so  much 
greater  than  that  of  those  who  read  with  a  good  degree 
of  excellence,  that  an  imperfect  model  is  constantly  exert- 
ing its  influence.  Both  teachers  and  pupils  are  unfavor- 
ably affected  by  this.  It  is  not  easy  to  over-estimate  the 
good  results  of  a  correct  example,  nor  to  magnify  the  ill 
consequences  of  a  wrong  one. 

Again ;  there  is,  on  the  part  of  the  young,  and  also  of 
many  older  persons,  too  much  of  a  feeling,  that  a  mere 
repetition  of  words  constitutes  reading,  and  that  an  ability 
to  utter  them  with  great  rapidity  is  the  highest  attain- 
ment to  be  gained.  This  feeling,  when  it  prevails, —  and 
it  often  does, —  stands  directly  in  the  way  of  all  true 
advancement.  It  must  be  removed,  before  the  first  up- 
ward step  can  be  taken ;  and,  to  effect  this,  will  require 
the  patient,  continued,  and  judicious  efforts  of  the  teacher, 
and  particular  care  and  perseverance  on  the  part  of  the 
learner. 

Another  obstacle  in  the  way  of  good  reading  has  been 


READING.  187 


SET    RULES    NOT    DESIRABLE. 


the  small  degree  of  prominence  which  has  been  attached 
to  the  exercise.  In  most  schools,  it  has  received  a  very 
formal  attention,  once  or  twice  daily ;  in  but  few  have 
pupils  been  thoroughly  and  systematically  trained  in  the 
science  of  reading ;  in  fewer  still  have  they  been  inspired 
with  a  right  estimate  of  the  importance  of  the  subject. 
The  large  number  of  pupils  usually  under  the  care  of 
one  teacher,  and  the  variety  of  branches  introduced  into 
our  schools,  have  made  it  almost  impossible  for  the 
instructor  to  do  all  that  has  been  desirable.  In  the  press 
of  school  duties,  reading,  too  often,  receives  a  hurried 
attention,  and  is  treated  more  as  a  merely  prescribed 
study  than  as  one  of  primary  consideration. 

It  will  not  be  my  aim  to  give  specific  rules  for  teach- 
ing this  branch,  but,  rather,  to  give  a  few  such  suggest- 
ive hints  as  may  be  of  some  value  to  teachers.  While  it 
is  admitted  that  formal  and  precise  rules  may  be  of  service 
in  many  instances,  it  is  also  believed,  that  a  teacher,  who 
possesses  the  ability  to  read  well  himself,  and  to  infuse 
the  right  spirit  into  his  pupils,  will  form  good  readers, 
"  in  spite  "  of  set  rules,  and,  often,  better  without  than 
with  their  aid. 

"Three  things,  only,"  says  the  Rev.  J.  Pierpont, 
"are  required,  to  make  a  good  reader.  He  must  read 
so,  in  the  first  place,  that  what  he  reads  shall  be  heard  • 
in  the  second,  that  it  shall  be  understood ;  and,  in  the 
third,  that  it  shall  be  felt.  If  a  boy  has  voice,  and  intel- 
ligence, and  taste  enough,  to  do  all  this,  then,  under  the 
personal  guidance  and  discipline  of  a  teacher  who  can 
read  well,  he  will  learn  to  read  well ;  but,  if  he  has 
not.  he  may  study  rules,  and  pore  over  the  doctrine  of 


188  COMMON    SCHOOL    EDUCATION. 

SOME   ESSENTIALS    FOR    READING    WELL. 

cadences  and  inflections,  till 'chaos  come  again,' — ha 
will  never  be  a  good  reader." 

In  relation  to  the  same  subject,  R.  G.  Parker  thua 
r-peaks  :  "I  have  long  been  convinced  that  a  good  reader 
was  never  made  by  rules.  Under  the  guidance  of  taste, 
judgment,  discrimination,  and  good  sense,  the  pupil  will 
arrive  at  a  better  style  of  reading  than  when  cramped  bj 
a  rule,  or  confused  by  directions.  The  only  rule  that  ] 
esteem  of  any  value,  to  one  who  is  learning  to  read,  i&- 
this :  Study  the  meaning  of  what  you  propose  to  read, — 
and,  when  you  thoroughly  understand  it,  pronounce  it 
with  the  same  tones,  emphasis,  pause,  and  accent,  that 
you  would  use  if  you  were  uttering  the  same  sentiments 
in  common  conversation." 

It  is  one  of  the  first  essentials,  that  the  young  should 
be  thoroughly  and  carefully  trained  to  habits  of  accuracy 
and  distinctness  of  utterance,  articulation,  and  enuncia- 
tion. These  should  receive  special  attention  in  primary 
Schools  ;  but,  if  scholars  pass  through  these  without  such 
elementary  discipline,  it  should  be  imparted  to  them  as 
soon  after  as  possible, —  for  the  longer  incorrect  habits, 
of  any  kind,  are  indulged,  the  more  difficult  will  it  be  to 
eradicate  them,  and  to  form  good  ones  in  their  stead. 
Every  faithful  teacher  knows  how  very  hard  it  is  to  break 
up  imperfect  and  indistinct  habits  of  utterance.  If  a 
child  is  allowed,  for  any  length  of  time,  to  read  in  a 
faulty  tone  of  voice,  it  will  require  unwearied  pains,  on 
the  part  of  the  teacher,  to  effect  a  change.  But,  if  any 
vrrong  habits  have,  either  from  neglect  or  from  inaccurate 
teaching,  been  formed,  they  should  be  studiously  cor- 
rected, before  any  true  progress  can  be  expected. 

Pupils  should  early  be  made  to  understand,  that  good 


READING.  189 


SUGGESTION    ON    READING. 


reading  does  not  consist  in  the  mere  calling  of  words. 
They  should  be  led  to  see  and  feel  the  difference  between 
good  and  bad  reading,  and  trained  to  a  nice  perception  of 
correctness  and  incorrectness.  It  is  only  when  one  has 
a  just  appreciation  of  a  good  style  that  he  will  be  able  to 
read  with  the  "  spirit  and  understanding."  In  attempt- 
ing to  form  or  improve  a  correct  taste,  and  lead  pupils 
readily  and  rightly  to  discriminate  between  an  accurate 
style  of  reading  and  that  which  is  otherwise,  it  will  be 
well  for  the  instructor  to  read  a  particular  sentence,  or 
stanza,  in  several  different  ways, —  each  illustrative  of 
some  defect  or  excellence, —  and  then  call  upon  pupils  to 
indicate  the  style  which  they  consider  least  defective, 
and  designate  the  errors  in  the  other  modes.  Let  us 
suppose,  for  illustration,  that  the  teacher  reads  the  fol- 
lowing stanza  in  the  three  or  four  different  ways  desig- 
nated : 

"  Tell  me  not,  in  mournful  numbers, 

Life  is  but  an  empty  dream  ! 
For  the  soul  is  dead  that  slumbers, 
And  things  are  not  what  they  seem." 

1.  Read  it  too  rapidly. 

2.  Read  it  in  a  monotone. 

3.  Read  it  as  nearly  correct  as  possible. 

4.  Read  in  a  "drawling"  tone. 

After  reading  it  in  these  -several  ways,  and  perhaps  oth- 
ers, call  upon  the  pupils  to  name  that  which  they  con- 
sider the  best,  and,  also,  to  specify  the  defects  in  each 
of  the  other  modes.  Much  may  be  done  by  this  course 
towards  forming  a  proper  estimate  of  correct  reading, — 
and  such  an  estimate  must  lie  at  the  very  foundation  of  a 
good  style. 


190  COMMON7    SCHOOL    EDUCATION. 

IMPORTANCE   OF    EMPHASIS. ANECDOTE. 

It  is  a  very  common  error,  with  teachers,  that  they 
attempt  too  much  at  once.  The  true  course  is,  to  gain 
one  point  at  a  time, —  to  teach  one  thing  clearly  and 
thoroughly  before  passing  to  another.  One  of  the  most 
prevalent  faults,  in  schools,  is  that  of  reading  too  rapidly. 
This  habit  usually  has  a  train  of  evils  connected  with  it, 
such  as  a  neglect  of  emphasis,  disregard  of  inflection, 
distinctness,  &c.  In  order  to  eradicate  this  fault  and  its 
attendant  evils,  it  will  be  useful,  occasionally,  to  require 
a  class  to  read  short  sentences  in  concert, —  the  teacher 
reading  first, —  with  particular  reference  to  slowness, 
clearness  of  enunciation,  emphasis,  &c.  If  a  few  sen- 
tences are  selected,  and  used  to  illustrate  the  importance 
of  due  emphasis,  good  results  will  attend  the  same.  Let 
us  take  an  example  : 

A  lad  was  intrusted  with  a  message  like  the  following : 
'•  Charles,  go  and  inquire  how  old  Mrs.  Sensitive  is  thia 
morning?  "  Not  being  particularly  attentive  to  the  true 
force  of  the  message,  Charles  put  the  emphasis  on  the 
wrong  monosyllable,  and  returned  for  an  answer,  that 
"Mrs.  Sensitive  would  thank  her  neighbors  not  to 
trouble  themselves  in  relation  to  her  age,  as  that  was 
something  she  felt  competent  to  take  care  of  herself." 

Perhaps  the  short  and  common  question,  "  Do  you 
ride  to  town  to-day?  "  will  serve  as  well  as  any  to  illus- 
trate the  importance  of  right  emphasis.  Let  it  be  read 
distinctly,  in  the  various  modes  indicated  by  the  italicized 
words,  and  let  the  pupils  be  questioned  and  exercised 
antil  they  clearly  see  the  qualifying  effect  of  emphasis. 

"  Do  you  ride  to  town  to-day?  " 

"  Do  you  ride  to  town  to-day?  " 

"  Do  you  ride  to  town  to-day?  " 


READING.  191 

ONE   THING   AT  A  TIME. 


"  Do  you  ride  to  town  to-day  ?  " 

The  skilful  instructor  will  not  be  at  a  loss  in  selecting 
and  using  sentences  which  will  illustrate  this  point  of 
our  subject, —  and  he  should  do  so  at  an  early  stage,  as 
reading  without  due  regard  to  emphasis  is  as  uninvit- 
ing as  a  painting  in  which  no  attention  has  been  given  to 
light  and  shade.  Let  the  above,  and  other  similar  sen- 
tences, be  read  with  the  various  changes  of  emphasis,  so 
that  pupils  will  see  that  each  change  gives  a  new  shade 
to  the  import  of  the  line. 

A  similar  course  may  be  taken  in  reference  to  inflection, 
pitch,  tone,  &c. ;  the  prominent  object  being  to  attend  to 
but  one  thing  at  a  time,  and  to  do  that  in  such  a  manner 
as  will  make  everything  perfectly  plain  to  the  learner. 
If  a  pupil  has  contracted  an  unpleasant  tone,  immediate 
attention  should  be  given  to  its  correction.  To  accom- 
plish this,  let  the  teacher  read  a  short  sentence,  and 
require  the  pupil  to  repeat  it  without  looking  upon  the 
book,  and  to  continue  doing  so  until  he  gives  each  word 
its  proper  sound.  A  whole  class  may,  sometimes,  utter 
words  and  sentences  in  concert  to  some  advantage; 
though  all  concert  exercises  should  be  conducted  with 
much  discretion  and  care, —  otherwise,  they  will  serve  to 
cover  up  existing  defects.  If  the  teacher  is  a  good 
reader, —  and  every  one  should  be, —  he  should  often 
read  to  his  pupils,  that  they  may  have  the  benefit  of  his 
example ;  but,  if  his  style  is  characterized  by  any  prom- 
inent defect,  the  less  frequently  he  reads,  the  better  it 
will  be  for  his  pupils.  In  this  respect,  it  can  hardly  be 
said  that  an  imperfect  model  is  better  than  none. 

It  will  prove  interesting  and  profitable  occasionally  to 
conduct  a  reading  exercise  in  poetry  in  the  following 


192  COMMON   SCHOOL    EDUJATION. 

PUPItS   SHOULD    UNDERSTAND    WHAT   THEY    BEAD. 

manner.  Let  the  first  scholar  read  the  first  line,  the 
second  the  next,  and  so  on,  through  the  class, —  each 
one  being  required  to  commence  and  end  with  the  same 
tone  and  inflection  as  he  would  if  he  should  read  the 
whole.  This  method  will  tend  to  secure  the  closest  atten- 
tion, and  will  be  attended  with  some  advantages. 

If  the  teacher  can  succeed  in  awakening  a  proper  spirit 
of  criticism,  it  will  prove  beneficial ;  but  he  should  strive 
to  guard  against  the  exercise  of  a  selfish  or  unkind  spirit 
in  relation  to  this  point.  But,  if  he  cannot  secure  a 
kindly  feeling  in  this  matter,  it  would  be  better  not  to 
seek  its  benefit.  A  little  judgment  and  prudence  will, 
ordinarily,  produce  right  feeling  and  action.  When  this 
is  the  case,  after  a  pupil  has  read  a  paragraph,  let  the 
other  members  of  a  class  be  allowed,  under  certain 
restrictions,  to  allude  to  any  defects  or  errors  that  they 
may  have  noticed.  This  may  help  to  form  a  watchful 
and  discriminating  habit. 

In  order  to  read  well,  one  should  have  a  full  and  clear 
understanding  of  the  piece  which  he  attempts  to  read. 
He  should,  if  possible,  comprehend  the  feelings  and  inten- 
tions of  the  writer,  that  he  may,  for  the  time,  make  them 
his  own.  Hence,  a  teacher  should  incite  his  pupils  to 
study  their  reading  lessons,  that  they  may  gain  a  correct 
view  of  the  writer's  meaning. 

It  is  often  the  case,  that  teachers  allow  pupils  to 
read  too  much  at  one  time.  It  would  prove  much  more 
beneficial,  to  require  an  entire  class  to  read  the  same 
stanza  or  paragraph,  and  do  it  properly,  than  to  allow 
them  to  pass  over  many  pages  imperfectly.  If  a  class  is 
large,  and  time  will  not  suffice  to  give  special  drilling  to 
every  member,  let  the  reading  be  confined  to  a  less  num- 


READING. 


193 


A   PAPER   OR   STORY-BOOK   USEFUL. 


ber,  and  be  carefully  attended  to  by  them.     The  general 
remarks,  criticisms,  &c.,  will  be  for  the  benefit  of  all. 

In  addition  to  the  reading  lesson  of  the  regular  text- 
book, it  will  be  found  interesting  and  profitable  to  allow 
scholars,  occasionally,  to  read  some  interesting  story  or 
narrative  from  some  other  book  or  paper.  As  only  the 
one  reading  will  have  the  piece  before  his  eyes,  the  others 
will  feel  the  importance  of  distinctness,  &c.  It  may  be 
well  for  the  teacher  to  name  three  or  four  scholars  daily, 
from  whom  he  will  expect  the  reading  of  suitable  extracts 
on  the  next  day.  This  will  allow  them  to  study  the 
same,  with  a  particular  reference  to  reading  them  under- 
standingly.  Occasionally,  the  teacher  may  allow  a  whole 
class  to  make  selection  of  stanzas  or  passages  for  read- 
ing, and  allow  them  a  short  time  for  examining  the  same. 
This  will  tend  to  awaken  an  interest.  The  devoted  and 
judicious  instructor  will  ever  aim  to  impress  upon  the 
minds  of  his  pupils  the  true  importance  of  good  reading, 
and  constantly  strive  so  to  conduct  the  exercise  as  to 
•ecure  the  desired  end. 
17 


CHAPTER    XXIV. 

SPELLING. 

To  the  list  of  branches  attended  to  in  our  schools,  that 
of  spelling  is,  almost  universally,  added ;  and  yet  it  is, 
probably,  less  thoroughly  taught  than  most  others.  Many 
teachers  seem  to  regard  it  as  too  simple  to  require  their 
notice ;  and  hence,  scholars  may,  often,  be  found  quite 
proficient  in  some  of  the  higher  studies,  when  they  are 
very  deficient  in  their  knowledge  of  orthography.  One 
may  be  able  to  write  a  letter  which  shall  be  alike  excel- 
lent in  diction  and  penmanship,  and  yet,  if  it  is  marred 
by  instances  of  bad  spelling,  its  very  excellences  will 
seem  like  deformities.  Beautiful  thoughts,  elegantly 
expressed  and  neatly  written,  may  be  entirely  ineffective 
if  set  forth  in  a  dress  orthographically  false, —  even  as 
the  beauty  of  a  painting  may  be  destroyed  by  a  few  inac- 
curacies, though  the  colors  be  ever  so  brilliant.  Indeed, 
elegant  writing  and  poor  spelling  seem  most  sadly  at 
variance,  when  most  closely  connected.  There  is  a  very 
unequal  and  uncongenial  "  yoking  together,"  which  must 
at  once  attract  the  notice  and  pain  the  eye  of  every  care- 
ful and  critical  beholder. 

Very  ludicrous  errors  are  sometimes  made  by  inac- 
curacies in  speWing.  Many  years  ago,  a  few  citizens 
of  a  district  in  a  certain  town  sent  a  petition  to  the 
selectmen,  requesting  a  meeting  of  the  inhabitants  to 
be  called,  for  the  purpose  of  making  a  division  of  the 


SPELLING.  195 


ANECDOTE. ERRORS    IN    TEACHING    SPELLING. 

town.  This  petition  did  not  contain  the  legal  number  of 
names,  and  was  returned  by  the  chairman  of  the  select- 
men, with  the  following  answer:  "Your  request  cannot 
be  complied  with,  because  there  are  not  the  necessary 
number  of  sinners  [signers]  on  your  petition."  This 
rather  aroused  the  feelings  of  the  petitioners,  who  de- 
clared that  their  part  of  the  town  did  not  abound  in 
sinners,  and  it  was  for  that  reason,  in  part,  that  they 
wished  to  be  divorced  from  the  other  section. 

In  itself,  the  exercise  of  spelling  is  dry  and  uninterest- 
ing ;  and  hence  it  is  the  more  essential  that  the  instructor 
should  strive  so  to  conduct,  and  vary  the  mode  of  conduct- 
ing it,  as  to  make  it  attractive.  With  most  young  schol- 
ars, the  usual  oral  method  must  be  adopted ;  but,  as  soon 
as  pupils  are  able  to  write,  much  time  may  be  devoted  tc 
written  exercises.  Indeed,  quite  young  scholars  may  be 
allowed  to  write,  or  print,  words  upon  slates  or  black- 
boards. There  will  be  a  three-fold  advantage  in  this, — 
it  will  teach  them  to  write  or  draw,  keep  them  employed, 
and  aid  them  in  acquiring  a  knowledge  of  spelling. 

After  briefly  noticing  one  or  two  errors  in  the  manner 
of  conducting  lessons  in  spelling,  I  will  proceed  to 
name  two  or  three  plans  which  may  be  found  valuable 
and  agreeable. 

Error  1.  —  Many  teachers  pronounce  words  improp- 
erly, by  endeavoring  to  speak  them  too  distinctly ;  as, 
va-rl'-a-tion,  la-bo-rl'-ous,  e-vap-6'-rate,  &c. 

Words  should  be  plainly  pronounced,  and  precisely 
as  they  would  be  uttered  by  a  correct  speaker.  An 
undue  emphasis,  or  prolongation  of  the  utterance  of  a* 
syllable,  may  enable  the  scholar  to  spell  the  word  as 


196  COMMON    SCHOOL    EDUCATION. 


METHODS    FOR    SPELLING. 


pronounced,  but  will  never  make  him  an  expert  speller 
of  words  as  properly  spoken. 

Error  2.  —  The  practice  of  allowing  pupils  to  try 
upon  a  word  more  than  once. 

It  is  very  common  to  meet  with  teachers  who  habitu- 
ally allow  their  pupils  to  try  two  or  more  times  upon 
each  word.  I  consider  this  entirely  wrong.  It  only 
tends  to  confirm  an  uncertain  knowledge  in  relation  to 
words, —  and  is  not  spelling,  but  mere  guessing.  Pre- 
cision, promptness,  and  accuracy,  should  be  insisted  upon, 
on  the  part  of  pupils,  in  all  spelling  exercises.  If  the 
oral  mode  is  adopted,  the  teacher  should  speak  the  word 
once,  distinctly  and  properly.  The  pupil  should  pro- 
nounce it  after  him,  and  then  proceed  to  spell  it,  pro- 
nouncing each  and  every  syllable  as  he  spells.  It  is  not 
workman-like  style  to  spell  a  word  without  pronouncing 
the  syllables.  It  may  be  well,  at  times,  to  require  a 
whole  class  to  pronounce  a  word  in  concert,  after  given 
out  by  the  teacher,  and  before  it  is  spelt  by  the  pupil. 
This  will  tend  to  command  the  attention  of  the  whole 
class.  In  spelling  long  words,  it  may  sometimes  be  of 
service  to  pronounce  a  word,  require  the  class  to  repeat 
it  in  concert,  and  then  have  the  first  scholar  in  the  class 
give  the  first  letter,  the  second  the  next,  and  so  on,  until 
all  the  letters  are  named.  In  this  case,  the  syllables 
may  be  pronounced  by  the  whole  class  as  soon  as  com- 
pleted ;  or,  as  soon  as  the  letters  of  a  syllable  have  been 
named  in  order,  the  next  pupil  may  name  the  syllable, 
instead  of  giving  the  next  letter,  and  so  on.  I  will 
"take,  for  illustration,  the  word  oc-ca-sion.  The  whole 
class  may  pronounce  the  word ;  then  the  first  scholar 
may  utter  o,  the  second  c,  the  third  pronounce  oc,  the 


SPELLING.  197 


HINTS   ON    SPELLING. 


fourth  c,  the  fifth  a,  the  sixth  ca,  and  the  -whole  class 
oc-ca,  the  seventh  5,  the  eighth  i,  the  ninth  o,  the  tenth 
n,  the  eleventh  sion,  and  the  whole  class  oc-ca-sion. 
This  will  animate  a  class,  and  be  attended  with  some 
advantages.  At  all  events,  it  will  help  to  spice  the  exer- 
cise with  variety. 

In  order  to  secure  the  perfect  attention  of  a  class,  the 
following  methods  will  be  found  valuable :  and,  at  the 
same  time,  they  will  aid  in  awakening  an  interest,  and 
causing  improvement. 

1.  Read  a  short  sentence  distinctly,  and  require  every 
word  to  be  spelt  by  the  class, —  the  first  scholar  pro- 
nouncing and  spelling  the  first  word,   the  next  scholar 
the  second,  and  so  on,  until  all  the  words  in  the  sen- 
tence have  been  spelt.     After  a  little  practice  in  this 
method,  scholars  will  be  able  to  go  through  with  quite 
long  sentences,   Avith  a  good   degree   of  accuracy   and 
promptness.     Many  valuable  truths  and  proverbs  may 
in  this  way  be  impressed  upon  the  mind,  while  attention 
is  more  directly  given  to  orthography.     The  following 
may  be  samples : 

A  good  scholar  will  be  industrious  and  obedient. 
If  sinners  entice  thee,  consent  thou  not. 
Take  care  of  the  minutes,  and  the  hours  will  take  care 
of  themselves. 

A  soft  answer  turneth  away  wrath. 

2.  It  will  be  well,  often,  to  make  all  the  members  of  a 
class  feel  responsible  for  the  accurate  spelling  of  each  and 
every  word.     If  the  first  member  of  a  class  misspells  the 
word  given  to  him,  let  the  teacher  proceed  and  give  out 
the  next  word,  without  intimating  whether  the  first  was 
correctly  or  incorrectly  spelt.      If  the  second   scholar 

17* 


198  COMMON   SCHOOL   EDUCATION. 


METHODS    PROPOSED. 


thinks  the  first  word  was  not  correctly  spelt,  he  will  spell 
it,  instead  of  the  one  given  to  him ;  and  so  on,  through 
the  class,  each  being  expected  to  correct  any  error 
that  may  have  been  committed.  If  the  first  spells  a 
word  wrong,  and  no  one  corrects  it,  let  all  be  charged 
with  a  failure.  This  method  will  amply  compensate  for 
its  frequent  adoption. 

I  will  now  proceed  to  speak  of  some  points  in  relation 
to  the  mode  of  conducting  the  exercise  by  writing.  Most 
experienced  teachers  have,  latterly,  often  adopted  the 
plan  of  writing  words ;  but,  for  the  benefit  of  others,  I 
will  specify  one  or  two  modes. 

Let  the  teacher  select  words  from  some  studied  exer- 
cise, either  in  the  reading-book  or  spelling-book,  pro- 
nounce them  distinctly,  allowing  time,  after  each  word, 
for  all  to  write  it  legibly.  After  all  the  words  have 
been  given  out,  each  slate  may  be  examined  separately, 
arid  all  errors  noted ;  or,  the  members  of  a  class  may  ex- 
change slates,  and  each  examine  his  companion's  slate, — 
while  the  teacher  spells  the  words  correctly, —  and  mark 
the  number  wrong  upon  each  slate.  Or,  instead  of  either 
of  these,  the  instructor  may  call  upon  some  one  to  spell  a 
word  as  he  has  written  it,  and  then  request  those  who 
have  written  differently  to  signify  it  by  raising  the  hand. 
Neither  of  these  methods  will  consume  much  time,  and 
either  of  them  will  be  preferable  to  the  oral  method. 

It  will  sometimes  be  the  case,  that  scholars  will  prove 
themselves  quite  expert  in  spelling  long  or  difficult  words, 
and  yet  make  sad  mistakes  in  spelling  those  that  are 
shorter,  and,  apparently,  much  easier.  To  remedy  this, 
it  will  be  well,  occasionally,  to  read,  slowly,  an  entire 
stanza  or  paragraph,  and  require  the  members  of  a  class 


SPELLING.  199 


PROPER    NAMES. 


to  write  the  same  upon  their  slates.     This  course  has  its 
advantages. 

Again ;  it  is  frequently  the  case  that  scholars  are  ex- 
ceedingly deficient  in  ability  to  spell  the  names  of  coun- 
tries, states,  counties,  towns,  mountains,  rivers,  individu- 
als, &c.  Any  teacher,  who  has  not  exercised  his  pupils 
on  such  words,  will  be  astonished  at  the  number  and 
nature  of  the  errors  that  will  be  committed  by  a  class 
on  the  first  trial.  Let  teachers  who  have  overlooked 
words  of  this  description,  in  conducting  the  spelling  exer- 
cise, commence  by  requesting  their  pupils  to  write  all 
the*  Christian  names  of  their  schoolmates,  the  names  of 
the  counties  in  their  native  state,  towns  in  the  county, 
and  states  in  the  Union.  Though  the  result,  at  first, 
may  be  neither  very  satisfactory  nor  gratifying,  the  plan, 
if  frequently  adopted,  will  effect  much  improvement. 

It  may  be  profitable,  sometimes,  to  request  the  mem- 
bers of  a  class  to  select,  from  a  certain  number  of  pages 
in  a  book,  some  ten  or  twelve  words,  which  may  seem  to 
them  of  most  difficult  orthographical  construction,  which 
shall,  subsequently,  be  given  to  the  class  as  a  spelling 
exercise.  The  prominent  advantage  in  this  plan  results 
from  the  fact  that  each  scholar  will,  in  searching  for  a 
few  words,  notice  the  orthography  of  a  much  larger 
number, — selecting  such  only  as  appear  to  him  peculiarly 
difficult.  In  this  way  pupils  will,  unconsciously  as  it 
were,  study  with  interest' a  lesson  in  itself  unattractive 
to  them.  Favorable  results  will  attend  such  a  course. 

If  a  school-room  is  well  furnished  with  black-boards, ' 
the  words  or  sentences  for  the  spelling  exercise  may  be 
written  on  them.     In  this  case,  it  may  be  well  to  have 
the  exercise  occur  during  the  last  half-hour  of  the  day 


200  COMMON    SCHOOL    EDUCATION. 


BLACK-BOARD   MAT    BE    USED. 


Let  the  scholars  be  required  to  write  the  words,  legibly, 
as  soon  as  pronounced  by  the  teacher.  After  all  have 
written,  let  the  teacher  examine  the  work,  and  draw  a 
line  over  such  words  as  are  incorrectly  written,  and 
request  that  all  errors  be  corrected  immediately  after 
school  is  dismissed.  It  is  very  important  that  pupils 
should  be  required  to  write  all  such  exercises  in  a  neat 
and  distinct  manner. 

At  times  it  may  be  well  to  require  scholars  to  divide 
the  words  into  their  appropriate  syllables,  and  to  desig- 
nate the  accented  syllable  of  each  word ;  as,  an-ni-ver'- 
sa-ry,  me-men'-to,  la'-bor,  la-bo'-ri-ous. 

Another  method  of  conducting  the  exercise  of  spelling 
is  the  following;  and  we  may  add  that,  for  more  ad- 
vanced schools,  it  possesses  some  advantages  over  either 
of  the  others  named.  Let  the  teacher  write,  legibly,  upon 
the  black-board,  some  twenty  or  more  difficult  words,  and 
allow  them  to  remain  long  enough  to  be  carefully  studied 
by  the  school.  A  few  minutes  before  the  close  of  the 
school,  let  all  the  words  be  removed  from  the  board. 
Now,  let  each  scholar  put  aside  his  books,  and  provide 
himself  with  a  narrow  slip  of  paper.  At  the  top  of  this, 
or  upon  one  side,  let  him  write  his  name,  and  then  the 
words  as  dictated  by  the  instructor.  After  all  have 
written  the  list  of  words  that  had  previously  been  placed 
upon  the  black-board,  let  the  slips  be  collected,  and  taken 
by  the  teacher,  who  may  himself,  aided,  perhaps,  by 
some  of  his  best  spellers,  examine  the  slips,  and  mark 
those  wrong  upon  each.  At  some  hour  of  the  next  day, 
let  the  teacher  read  the  result  to  the  whole  school,  stating 
the  number  of  errors  committed  by  the  several  pupils ; 
after  which,  the  papers  may  be  returned  for  correction. 


SPELLING.  201 


A   SPECIMEH. 


We  will  suppose,  for  illustration,  that,  on  some  day,  the 
teacher  gives  out  the  names  of  the  months,  days  of  the 
week,  and  seasons  of  the  year ;  and  that  the  following  is 
a  sample  of  one  of  the  papers,  as  returned  by  the  teacher, 
with  errors  marked : 

AMOS  MASON. 
Eleven  Errors. 

January.  Feberwary.  *  March. 

April.  May.  June. 

July.  August.  Septembur.  * 

Octobur.  *  Novembur.  *  Decembur.  * 

Sundy.  *  Monddy.'*  Tuesday. 

Wensday,  *  Thursday,  Friday. 

Saterday.  *  Spring.  Sumer.  * 

Autuui.  *  Winter. 

In  conducting  this  exercise,  let  the  teacher  insist  upon 
perfect  distinctness  in  the  writing  of  the  words,  and  let 
it  be  understood  that  every  letter  not  perfectly  plain  will 
be  considered  as  wrong,  and  marked  accordingly.  It 
will  be  readily  seen,  that  a  little  skill,  on  the  part  of  the 
teacher,  in  the  selection  of  words,  will  make  this  a 
highly  useful  and  interesting  exercise ;  and  the  time  for 
the  announcement  of  the  number  of  errors  will  be  looked 
for  with  interest. 

An  attractive  method,  which  may  answer  for  oral  or 
written  spelling,  is  the  following :  The  instructor  pro- 
nounces a  word,  which  is  to  be  spelt  by  the  first  in  the 
class,  who  will  immediately  name  another,  commencing 
with  the  final  letter  of  the  first  word,  which  is  to  be  spelt 
by  the  next  scholar ;  and  he,  in  turn,  will  name  another 
word,  and  so  on,  through  the  class.  If  the  words  are  to 
bo  written  upon  the  slate,  the  same  course  may  be  taken. 


202  COMMON   SCHOOL   EDUCATION. 


OTHER    METHODS. 


as  to  naming  of  words.  Let  us  take,  for  illustration,  the 
following  words : 

.    Commotion.  Rhetoric. 

Nourishment.  Circumstances. 

Theoretical.  Sympathy. 

Language.  Yellow. 

Endeavor.  Wandering. 

An  exercise  of  this  kind  will  have  its  peculiar  advan- 
tages, the  more  prominent  of  which  will  be,  the  awaken- 
ing of  thought  and  interest.  After  a  little  practice,  the 
members  of  a  class  will  be  able  to  name  words  with  a 
great  degree  of  promptness ;  and  an  exercise  of  this  kind 
will  be  made  highly  interesting  and  profitable. 

Another  method,  and  the  last  I  shall  name,  is  the 
following,  which  may  prove  very  useful  in  the  higher 
classes  of  most  schools.  Let  the  teacher  pronounce  to  a 
class  several  words  of  difficult  orthography,  or  short  sen 
tences  containing  such  words,  the  pupils  writing  the 
same  upon  their  slates,  as  fast  as  dictated.  After  the 
desired  number  of  words  and  sentences  have  been  written, 
the  instructor  may  address  his  class  as  follows  :  "  Schol- 
ars, the  words  and  sentences  which  I  have  just  pro- 
nounced may  require  from  you  some  study.  Examine 
them  carefully,  ascertain  the  correct  spelling  and  mean- 
ing of  each;  and,  when  you  have  studied  them  suf- 
ficiently, rub  them  from  your  slates.  To-morrow  I  shall 
give  you  the  same  exercise,  and  shall  then  expect  you  to 
write  them  accurately." 

Let  us  suppose  that  the  following  words  and  sentences 
should  be  given  for  an  exercise  of  this  kind : 

Aeronaut.  Anchovy. 

Armistice.  Acoustics. 


SPELLING.  203 


A    USEFUL  METHOD. 


Bronchitis.  Bead  ideal. 

Colporteur.  Guillotine. 

Hemorrhage.  Hemistich. 

Thomas  has  an  excellent  daguerreotype  likeness  of  his 
mother. 

The  dahlia  is  a  beautiful  flower. 

He  was  a  successful  merchant  and  a  skilful  financier. 

The  glaciers  of  Switzerland. 

There  is  a  beautiful  jet  d'eau  on  the  common. 

There  was  a  beautiful  giraffe  in  the  menagerie. 

His  loss  caused  great  poignancy  of  grief. 

It  was  a  successful  ruse  de  guerre. 

The  police  exercised  strict  surveillance. 

This  mode  is  well  adapted  for  presenting  words  and 
phrases  whose  orthography  is  peculiarly  difficult,  and 
which  occur  less  frequently  than  most  words. 


CHAPTER    XXV. 

PENMANSHIP. 

THE  acquisition  of  a  neat,  legible,  and  rapid  style  of 
writing,  is  highly  desirable,  as  a  mere  accomplishment, 
but  much  more  so  as  a  useful  attainment.  Yet  how  few, 
comparatively,  are  able  to  write  in  an  attractive  and 
plain  style  !  How  often  are  the  eyes  caused  to  ache,  in 
attempts  to  decipher  illegible  manuscript !  How  many 
letters,  in  themselves  pleasantly  interesting,  are  perused 
with  a  degree  of  painful  interest,  on  account  of  the 
effort  necessary  to  make  out  the  meaning  of  the  various 
scrawls  and  hieroglyphical  marks !  So  great,  often,  is 
the  illegibility  of  a  letter  or  manuscript,  that  it  is  neces- 
sary to  look  it  over  repeatedly,  in  order  to  comprehend 
the  contents, —  the  matter,  at  first,  being  concealed  by 
the  indistinctness  of  the  style  in  which  it  is  expressed. 
Printers  are  frequently  obliged  to  devote  almost  as  much 
time  to  deciphering  manuscript  as  they  do  in  setting  the 
same  in  type.  All  this  merely  proves  that  penmanship 
has  not  been  properly  attended  to  in  our  schools.  The 
reason  why  it  has  been  so  imperfectly  taught  has  been, 
in  many  instances,  owing  to  the  great  number  under 
the  care  of  one  instructor,  but  oftener,  probably,  to  the 
want  of  true  skill,  ability,  and  system,  on  the  part  of  the 
teacher.  In  how  many  schools  does  the  writing  exercise 
»ssume  a  mere  formality, —  regarded  only  because  it  is 
jne  of  the  required  exercises  of  the  school-room  !  Honcc 


PENMANSHIP.  205 


A    CLEAR     DISCERNMENT . 


it  is,  that  page  after  page,  and  book  after  bobk,  are  writ- 
ten, without  any  perceptible  improvement.  Indeed,  in 
some  schools,  one  might  suppose  that  the  chief  aim  was 
to  write  fast,  and  the  chief  merit  to  write  through  many 
books. 

If  the  teacher  would  have  his  pupils  improve  in  pen- 
manship, he  must  himself  feel,  and  cause  them  to  feel, 
that  the  exercise  is  a  useful  and  important  one.  In 
addition  to  this,  if  he  can  furnish  evidence,  in  well- 
written  copies,  of  his  own  ability  and  skill  in  writing,  his 
efforts  to  teach  will  prove  much  more  successful.  I  will 
proceed,  briefly,  to  give  a  few  hints,  which  may  prove 
valuable  to  the  instructor : 

1.  The  pupils  should  be  made  to  discern  the  differ- 
ence between  good  and  poor  writing. 

This  is  of  the  very  first  importance,  and  but  little 
improvement  can  be,  reasonably,  expected  without  this. 
Let  the  teacher  make  frequent  use  of  the  black-board,  in 
illustrating  principles  in  writing,  hi  first,  some  time 
may  be,  very  properly,  spent  in  writing  letters  and  words 
upon  the  board,  which  will  tend  to  illustrate  degrees  of 
defect  or  excellence.  For  this  purpose,  let  the  teacher 
write  a  particular  letter  or  word  several  times.  Let  one 
of  these  be  as  well  made  as  can  be,  and  the  others  repre- 
sent different  degrees  of  mal-formation.  Then  let  him 
call  upon  the  pupils  to  point  out  defects,  suggest  improve- 
ments, &c.  Let  him  call  their  particular  attention  to  the 
importance  of  uniformity  in  the  size  and  spacing  of  let- 
ters, and  regularity  in  the  sloping,  and  explain  the  dif- 
ference that  should  exist  between  the  length  of  the  looped 
letters  and  those  not  looped.  Much  may  be  done,  in  this 
manner,  to  awaken  some  thought  on  the  part  of  the 
18 


206  COMMON   SCHOOL   EDUCATION. 


A    FIXED    TIME    DESIRABLE. 


learner,  and  to  give  him  some  definite  ideas  at  the  very 
outset. 

2.  A  particular  time  should  be  appropriated  to  this 
exercise,  daily;  and,  during-  this  time,  it  should 
receive  the  earnest  and  undivided  attention  of  both 
teacher  and  pupils. 

About  three-fourths  of  an  hour  will  he  quite  sufficient 
for  this  purpose,  and  any  time,  excepting  the  first  or  last 
half-hour  of  either  half  of  the  day,  will  answer  for  the 
exercise.  During  the  first  half-hour,  the  muscles  of  the 
pupils  will  be  somewhat  affected  by  the  sports  of  the 
play-ground ;  and  during  the  last  half-hour,  they  will, 
often,  feel  less  energy  for  engaging  in  the  exercise.  The 
instructor  should  keep  the  books, —  excepting  during  the 
period  allotted  for  writing, —  and  see  that  the  copies  are 
in  readiness  at  the  proper  time,  so  that  all  may  commence 
without  delay,  and  at  the  same  time.  Much  depends 
upon  promptness,  in  this,  as  well  as  in  all  other  depart- 
ments. During  the  continuance  of  the  exercise,  the 
teacher  should  constantly  move  among  his  pupils,  and 
see  that  they  sit  correctly,  and  hold  their  pens  prop- 
erly. He  should  frequently  sit  by  a  pupil,  and  write  a 
few  words,  that  the  learner  may  see  how  he  writes.  If 
possible,  let  him  cause  the  pupil  to  feel  that  the  only 
merit  in  writing  consists  in  the  manner  in  which  it  is 
executed,  and  not  in  the  amount.  A  few  lines,  well  and 
clearly  written,  are  much  more  to  be  commended  than 
many  lines,  carelessly  or  illegibly  written.  Let  him  be 
made  to  feel  that  ^very  letter  in  the  copy  is  a  little  image 
sitting  for  its  likeness,  and  that  the  chief  merit  of  a  like- 
ness consists  in  its  resemblance  to  the  original.  If  the 
letter  is  a.  let  it  be  made  so  accurately  that  no  one  can 


PENMANSHIP.  207 


EXAMINATION    OF   BOOKS. 


possibly  mistake  it  for  an  o  or  it.  And  so  with  all  the 
other  letters, —  insist  that  each  and  every  one  "  look  like 
itself."  Let  the  pupils  be  urged  to  compare  every  word 
and  every  line  with  the  copy,  with  a  view  to  discover 
defects  and  amend  them. 

3.  At  the  close  of  the  writing  exercise,  let  the  books 
be  collected  and  placed  upon  the  teacher's  desk,  and 
let  him  devote  a  few  minutes  to  their  examination, 
expressing  his  approval  or  censure,  as  circumstances 
may  seem  to  require. 

This  may  be  done  by  dividing  the  school  into  classes, 
or  by  calling  up  individual  pupils.  As  the  several 
books  are  examined,  peculiar  faults  or  excellences  should 
be  pointed  out,  privately  or  publicly,  as  may  seem  most 
desirable.  In  alluding  to  defects  of  common  occurrence, 
the  black-board  may  be  advantageously  used.  If  it  is 
found  that  any  pupil  has  been  grossly  careless,  ho 
should  be  detained  after  school  hours,  and  required  to 
write  again,  with  more  attention. 

4.  It  is  often  the  case  that  pupils  become  weary  of 
writing  the  same  copy  for  so  many  successive  times , 
and  it  may  be  owing  to  this,  in  part,  at  least,  that  the 
bottom  lines  on  a  page  are  often   more  imperfectly 
written  than  any  upon  the  page. 

To  remedy  this,  let  the  pupils  be  allowed  to  go  through 
their  books  and  write  one-half  of  each  page,  and  then 
turn  back  and  write  the  remaining  half.  In  this  way, 
several  weeks  will  elapse  between  the  times  of  writing 
the  first  and  last  half  of  each  page.  This  plan  will 
have  the  two-fold  advantage,  of  showing  the  degree  of 
improvement,  and  also  of  relieving  from  the  monotony  of 
continued  repetition. 


208  COMMON   SCHOOL   EDUCATION. 


SIMPLE   DIRECTIONS. 


5.  At  or  near  the  beginning  of  a  term,  let  each, 
pupil  be  required  to  write  a  few  lines  upon  a  page  of 
a  blank  book  provided  for  the  purpose,  and,  at  the 
end  of  the  term,  write  as  many  more,  directly  beneath 
fhose  previously  written. 

This  will  furnish  the  most  indubitable  evidence  of  im- 
provement, or  want  of  improvement ;  and  will  also  serve 
as  a  stimulus  to  the  pupils,  and  make  them  ambitious  to 
furnish  proof  of  having  wisely  improved  their  privileges. 
To  faithful  teachers  and  pupils,  such  a  book  would  afford 
much  satisfaction ;  and  it  would  furnish  to  committees 
and  visitors,  in  a  fair  and  concise  form,  an  exhibition  of 
any  improvement  that  may  have  been  made.  It  would 
also  place  in  a  true  position  the  unsuccessful  teacher  arid 
the  heedless  pupils. 

The  following  brief  suggestions  and  rules,  in  relation  to 
writing,  should  be  regarded  by  every  teacher  who  would 
produce  work  of  which  he  "need  not  feel  ashamed." 

1.  Require  that   the  pupil  should  "sit  up,"  while 
writing.     The  eyes  of  beginners  are,  almost  always,  too 
near  their  paper  or  book. 

2.  Require  all  turns  to  be  made  without  raising  the 
pen.     It  is  a  very  common,  but  very  pernicious  habit,  to 
raise  the  pen. 

3.  The  hair-stroke  should  always  be  made  with  the 
right-hand  corner  of  the  pen. 

4.  Insist  that  the  scholar  insert  all  marks  of  punc- 
tuation. 

5.  Insist  that  the  pen  be  held  properly,  as  in  the  fol- 
lowing cut : 


PEXMANSHIP.  209 


DRAWING    RECOMMENDED. 


6.  Only  those  fingers  which  hold  the  pen  should  move, 
in  writing. 

7.  The  end  of  the  pen-holder  should  point  towards  the 
shoulder. 

8.  The  hand  should  not  be  supported  by  the  wrist,  but 
by  that  part  of  the  arm  a  little  below  the  elbow. 

The  teacher  cannot  be  too  careful,  or  too  particular,  in 
the  observance  of  the  suggestions  that  have  been  given. 
It  is  of  the  utmost  importance  that  pupils  commence 
right.  A  few  hours  of  instruction,  rightly  given,  at  the 
outset,,  will  save  many  weeks  of  subsequent  labor,  and,  at 
the  same  time,  facilitate  and  expedite  progress  in  writing. 
It  is  much  more  difficult  to  unlearn  what  has  been 
wrongly  taught,  than  it  is  to  teach  aright  at  first. 

In  many  schools,  children  are  allowed  to  commence 
writing  with  pen  and  ink  at  too  early  an  age.  If,  instead 
of  this,  they  should  be  allowed  to  draw,  upon  slates  or 
black-boards,  such  simple  models  as  may  be  furnished, 
it  would  prove  far  more  beneficial  to  them.  Let  them  be 
allowed  to  copy  letters,  in  this  way,  as  soon  as  they  are 
old  enough  to  attend  school ;  and,  after  the  lapse  of  two 
or  three  years,  during  which  frequent  attention  may  be 
given  to  such  exercises,  they  will  be  prepared  to  com- 
mence the  regular  practice  of  writing  under  circum- 
stances much  more  favorable. 
18* 


210  COMMON    SCHOOL    EDUCATION. 


WELL-WRITTEN    COPIES    IMPORTANT. 


It  is  very  desirable  that  scholars  should  form  the  ability 
to  write  with  rapidity ;  but  they  should,  in  the  first  place, 
be  taught  to  write  well. 

If  the  hints  above  given  are  properly  observed,  if  they 
do  not  tend  to  the  formation  of  a  perfect  style  of  penman- 
ship, they  will  certainly  do  much  towards  the  improve- 
ment of  writing  in  our  schools.  The  formation  of  a  cor- 
rect appreciation  of  the  work  to  be  accomplished,  and  the 
awakening  of  a  lively  interest  in  the  same,  are,  in  the 
highest  degree,  essential,  and  should  be  carefully  regarded 
at  the  very  outset. 

The  teacher  should  studiously  endeavor  to  furnish  well- 
written  copies,  and  such  as  contain  good  moral  sentiments, 
or  express  some  important  fact,  or  historical  event.  By 
judicious  attention  to  this,  many  good  impressions  may 
be  made  upon  the  mind,,  and  many  useful  facts  fixed  in 
the  memory,  while  the  pupil  is  more  directly  engaged  in 
learning  to  write. 


CHAPTER    XXVI. 

GEOGRAPHY. 

THE  methods  of  teaching  Geography,  adopted  in  most 
Bchools,  are  not  calculated  to  impart  much  valuable 
information,  or  to  awaken  real  interest  in  pupils.  The 
memory  is,  often,  rather  taxed  than  disciplined;  and 
the  mind  burdened  with  formal  answers,  rather  than 
trained  to  take  comprehensive  and  intelligent  views  of 
subjects.  Names  are  learnt  and  repeated,  but  no  well- 
defined  and  clear  understanding  of  the  localities  and  rela- 
tive positions  of  different  countries,  together  with  the 
peculiarities  of  each,  is  acquired, —  so  that  pupils,  fre- 
quently, leave  schools  quite  as  ignorant,  so  far  as  relates 
to  correct  geographical  knowledge,  as  they  were  when 
they  commenced.  A  visitor  at  a  primary  school  asked 
a  class  what  geography  was.  The  answer  was  very 
promptly  given,  "  Geography  is  a  description  of  the 
earth."  "  Very  well,"  said  the  questioner;  "and  now, 
can  you  tell  me  what'the  earth  is  ?  "  The  answer  from 
most  was,  "I  don't  know."  "But,"  asked  the  visitor, 
"have  you  never  seen  it?"  "No,  sir,"  was  the  reply 
from  most ;  but  one  little  girl  said  she  had  seen  it,  and, 
when  asked  where,  pointed  upward,  to  the  sky.  Another 
said  .she  saw  it  during  her  last  vacation,  and,  when  asked 
where,  said,  "  Over  at  my  aunt's,  in  Pelham."  And 
thus  it  often  is;  that  words  and  definitions  are  committed 
to  memory,  without  imparting  clear  information. 


iJl2  COMMON    SCHOOL    EDUCATION. 


ERRORS   IN    TEACHING    GEOGRAPHY. 


From  an  able  and  interesting  report  of  the  superin- 
tendent of  schools  for  the  State  of  Connecticut,  I  extract 
the  following  judicious  and  sensible  remarks,  in  relation 
to  some  of  the  common  errors  in  teaching  Geography, 
and,  also,  some  suggestions,  which  may  prove  of  value  to 
the  teacher,  in  his  attempts  to  impart  instruction. 

"1.  The  indiscriminate  use  of  Geography  in  schools, — 
the  habit  of  rushing  through  the  book  or  atlas, —  learning 
a  lesson  one  day,  merely  for  recitation,  and  forgetting  it 
the  next,  neither  teacher  nor  scholar  clearly  perceiving 
the  value  of  the  study, —  is,  certainly,  very  objectionable. 

"  2.  Studying  lessons  about  Kamtschatka  and  the  Fejee 
Islands,  before  the  contents  of  one's  native  country  are 
known,  seems  rather  absurd. 

"  3.  Talking  about  seas,  lakes,  oceans,  &c.,  when  the 
learner  deems  every  .puddle  a  lake,  and  every  brooklet  a 
river,  and  every  inland  lake  he  ever  saw  an  ocean,  may, 
indeed,  be  talking  Geography,  but  it  surely  is  not  learn- 
ing anything  either  useful  or  true. 

11 4.  Describing  the  political  divisions  of  Europe  before 
the  political  divisions  of  one's  native  state  are  known ; 
learning  the  boundaries  of  New  York  ere  the  scholar  has 
practical  sense  enough  to  describe  the  boundaries  of  the 
school-house,  or  the  town  in  which  he  lives ;  —  these, 
and  similar  upsettings  of  natural  order,  may,  indeed, 
make  a  showy  class, —  may  win  applause  from  an  undis- 
cerning  committee, —  but  they,  surely,  do  not  give  useful 
knowledge  or  discipline  of  mind  to  the  learner. 

"  Similar  criticism  may  be  justly  passed  upon  many 
loose  methods  of  teaching  and  reciting  history.  It  is 
believed,  firmly,  that  every  study  that  belongs  properly 
to  our  public  schools  may  be  shown  to  a  class  as,  obvi 


GEOGRAPHY.  213 


HINTS    ON    TEACHING    GEOGRAPHY. 


ously,  so  useful  and  desirable,  that  no  further  motive  or 
stimulation  to  industry  will  be  needed. 

"  3.  Singing  classes,  that,  in  unison,  can  sing  all  the 
names  of  the  atlas  in  their  proper  order  and  place,  give 
very  showy  results,  and  develop  remarkable  readiness  in 
verbal  memorizing.  It  is  certain  that  little  geography  is 
learned. 

"  Leaving  this  always  easy  task  of  fault-finding,  some 
Affirmative  suggestions  may  prove  of  value  : 

'•1.  In  early  youth,  it  is  always  so  unwise  to  talk 
about  things  whose  realization  in  the  learner's  mind  is, 
of  necessity,  imperfect,  that  the  first  labor  in  every  study 
should  be,  to  insure  a  perfect  conception  of  the  things, 
the  names  about  to  be  used.  Hence,  Geographies  always 
begin  with  definitions  of  terms.  Let  it  be  noted  here, 
however,  that,  to  early  childhood,  definitions  are  as  blind 
and  dark,  oftentimes,  as  the  thing  defined.  This  holds 
true  of  all  definitions,  in  every  study  offered  to  childhood. 

"Very  rarely  can  a  definition  of  a  term  be  success- 
fully addressed  to  the  ear  of  the  young  learner.  Ear- 
knowledge  must  be  explained  to  the  eye ;  eye-knowledge 
must  have  its  definitions  addressed  to  the  ear ;  and,  in 
general,  it  is  a  law  of  early  childhood,  that  successful 
definition  or  explanation  must  enter  the  mind  by  a 
different  avenue  from  the  one  by  which  the  thing 
explained  seeks  admission.  As  a  scholar  advances,  and 
gains  power  of  conception,  and  of  language,  of  course, 
this  law  becomes  less  and  less  widely  applicable,  but  it 
is  never  entirely  forsaken. 

"  All  geographical  terms,  all  expressions  of  size  and 
distance,  require  express  development  by  the  teacher. 
The  concise  words  of  the  b<5ok  are  always  more  easily 


214  COMMON    SCHOOL    EDUCATION. 


SUGGESTIONS    ON    GEOGRAPHY. 


learned  ;  but  it  is  claimed  here,  that,  in  such  a  course, 
nothing  is  learned  but  the  words.  The  hill,  the  valley, 
the  puddle,  the  brook,  the  bounded  field,  &c.,  are  little. 
geographical  facts,  which  address  the  eye.  These  are 
available,  therefore,  as  definitions.  Maps  of  the  school- 
room, of  the  yard,  of  the  farm,  of  the  village,  should  pre- 
cede maps  of  the  world,  &c. 

"  2.  Relative  size  and  distances.  Here  is  a  most  diffi- 
cult subject  to  teach  well.  But  it  can  be  accomplished. 
Beginning  with  things  known  and  measurable,  and  map- 
ping them  (that  is,  beginning  with  the  inkstand,  next 
the  desk,  next  the  room,  house,  lot,  field,  town,  county, 
state,  &c.),  it  is  easy  to  call  the  attention,  intelligently, 
then,  to  the  fact  that  maps  of  the  same  size  are.  often, 
the  representatives  of  very  various  magnitudes.  Finally, 
one  large  map  of  the  world  may  then,  with  some  hope  of 
success,  be  used,  to  give  some  idea  of  the  vast  globe. 

"  3.  The  geometry  of  our  maps  —  the  meridians  and 
parallels  —  may,  in  some  progressive  manner,  be  brought 
within  the  comprehension  of  a  class. 

"4.  Topical  knowledge  of  boundaries,  population,  pro- 
ducts, &c.,  should  begin  at  a  centre, —  the  school-house, 

—  and  radiate,  or,   rather,  circulate  round  it,  in  larger 
and  larger  arcs,  as  long  as  the  study  continues.     It  is 
not  urged,  in  these  hints,  to  throw  aside  the  Geographies 
in  use,  as  being  useless.     It  is  only  required  that  the 
order  of  arrangement,  followed  by  them,  be  thrown  aside, 
and  the  books  retained  and  used  as  we  use  a  dictionary, 

—  not  to  be  read  straight  through,  but  to  consult  when 
we  wish  to  obtain  some  precise  information.     This  is  the 
use  which  a  teacher  should  make  of  all  text-be  oks  in 
schools. 


GKOUU.APiJY.  215 


USE    OF   A    NEWSPAPER. 


' '  5.  Fifty  copies  of  any  commercial  paper,  all  of  one 
date,  will  be  found  suggestive  of  more  interesting  and 
useful  geographical,  arithmetical,  and  miscellaneous,  yet 
useful  questions,  than  any  one  term  of  study  in  a  scnool 
will  suffice  to  answer.  The  lad  who  can  answer  all  the 
geographical  questions  that  rise  in  any  one  copy  of  a 
well-conducted  commercial  newspaper,  like  the  New 
Yor/c  Tribune  or  Boston  Mercantile  Journal,  is  more 
truly  proficient  in  the  study,  than  one  who  can  repeat  a 
gazetteer  word  for  word.  The  former  has  practical,  use- 
ful knowledge ;  the  latter  has  only  '  book-learning.' 

"  As  well  here  as  anywhere,  it  may  be  remarked,  that 
a  good  newspaper  is  about  as  cheap  and  useful  a  school- 
book  as  can  be  introduced  into  our  schools. 

•'  6.  In  connection  with  History,  Geography  becomes 
very  interesting  and  useful.  A  map  of  every  battle- 
ground, drawn  on  the  slate  or  black-board,  goes  far  to 
break  up  the  monotony  of  a  memorized  recitation  in  his- 
tory. A  checker-board  map  of  Philadelphia  does  more 
to  teach  its  peculiar  squareness  of  corner  than  any 
amount  of  recitation. 

"7.  To  cultivate  the  memory  alone,  in  the  study  of 
History  and  Geography,  is  unwise.  Yet  it  should  not  be 
neglected.  Let  a  class  be  divided  into  two  equal  parts. 
Then  let  these  two  divisions  alternate, —  one  of  them 
memorizing  words  closely,  and  the  other  reciting  in  their 
own  language.  Thus  one  half  of  the  class  will  explain 
for  the  benefit  of  the  other ;  while,  if  the  alternation  be 
observed,  no  injustice  will  be  done  to  either  half. 

"  8.  Map-drawing,  from  memory,  is  invaluable.  Let 
it  be  done  on  the  black-board,  the  floor,  the  marble- 
ground,  and  even  (if  need  there  be)  upon  the  fence. 


COMMON    SCHOOL    EDUCATION. 


DEFINITIONS    SHOULD    BE    PLAIN. 


"  Finally ;  when  the  teacher  is  assured  that  geograph- 
ical ideas  are  really  in  the  mind,  then,  and  not  till  then, 
is  it  profitable  to  memorize  and  recite  definitions,  which 
now  stand  as  mere  exercises  in  language. 

"  Similar  principles  should  guide  the  teacher  in  con- 
ducting recitations  in  History,  Every  town,  in  every 
state,  has  its  local  history ;  and  this  local  history,  which 
every  child  may  learn  from  its  parents  (at  least,  some 
single  fact  may  be  so  learned  by  every  child,  so  that  the 
aggregate  will  form,  at  school,  a  local  history),  will  be 
found  to  have  very  immediate  connection  with  the  his- 
tory contained  in  the  book;  and,  just  as  soon  as  this 
connection  becomes  obvious  to  a  class,  so  soon  does  the 
study  cease  to  be  mere  memory  of  dry  words.  How  and 
when  the  meeting-house  and  school-house  were  built ; 
how  the  nature  and  time  of  election,  town  and  state,  hap- 
pen to  be  as  they  are ;  why  some  towns  send  more  dele- 
gates, or  representatives,  than  others,  &c.  &c." 

In  teaching  Geography,  the  instructor  should  be  as- 
sured that  every  definition  is  perfectly  understood,  and 
that  every  explanation  is  thoroughly  comprehended.  It 
is,  not  unfrequently,  the  case,  that  pupils  will  be  able  to 
repeat  the  words  of  the  book  with  great  fluency,  and  yet 
have  no  clear  and  unequivocal  knowledge  of  the  subject 
under  consideration.  This  learning  of  words,  without 
acquiring  definite  ideas,  is  but  little  worth;  it  is  not 
true  information ;  it  is  like  wealth  in  the  bottom  of  the 
ocean, —  not  usable,  because  beyond  grasp. 

The  teacher  should  strive  to  excite  an  interest  in  Geog- 
raphy lessons ;  and,  to  this  end,  he  may  unite  History 
with  the  study,  and,  by  connecting  some  interesting  his- 
torical facts  or  narratives  with  the  geographical  features 


GEOGRAPHY.  217 


All   ILLUSTRATION. 


of  each  country,  or  section,  he  will  awaken  thought  and 
secure  attention.  If  possible,  let  him  relate  some  simple 
fact  or  truthful  incident  in ,  connection  with  the  passing 
exercise,  and  he  will  thus  succeed  in  making  vivid  and 
lasting  impressions.  On  this  point,  Wm.  B.  Fowle  gives 
the  following  illustration,  in  his  interesting  and  useful 
volume,  "  The  Teacher's  Institute :  " 

"  If  you  wished  to  impress  the  geographical  outline  of 
the  Spanish  peninsula  upon  the  pupil's  mind,  would  you 
tell  him  of  Ferdinand  and  Isabella ;  of  the  repulse  of  the 
Saracen  invaders,  and  the  invasion  of  Mexico;  of  the 
enfranchisement  of  Spain,  and  the  establishment  of  the 
Inquisition ;  of  the  slaughter  of  infidel  Moors,  and  the 
more  modern  butchery  of  Christian  hosts  ?  You  might 
do  all  this,  without  giving  the  pupil  any  idea  of  the 
geography  of  Spain.  But,  if  you  should  show  the 
pupil  a  Spanish  dollar,  and  call  his  attention  to  the 
shield,  whose  form  is  exactly  that  of  the  peninsula ;  to 
the  castle  and  the  lion  —  Castile  and  Leon,  whose  union 
freed  Spain  from  the  Saracens ;  to  the  two  pillars,  em- 
blems of  the  pillars  of  Hercules,  Gibraltar  and  Ceuta ; 
to  the  motto  that  entwines  them  — 'Ac  plus  ultra  * — 
'  There  is  nothing  beyond,'  and  then  explain  to  him 
this  limit  of  ancient  geography,  which  Spain  herself-  was 
the  first  to  pass, —  my  word  for  it,  you  would  not  only 
give  some  definite  ideas  of  the  geography  of  Spain,  but 
you  would  give  an  interest,  that  never  existed  before,  to 
Spanish  dollars." 

Allusion  has  been  made  to  map-drawing.     It  would 
Oe  difficult  to  over-estimate  the  importance  of  this  exer- 
cise.    It  will  tend  to  interest  the  learner,  and,  at  the 
same  time,  impart  instruction  more  definitely  and  perma 
19 


218  COMMON   SCHOOL   EDUCATION. 


MAP-DRAWING. 


nentlj  than  can  be  given  in  any  other  manner.  If  a 
pupil  spends  time  in  drawing  a  map  of  the  United 
States,  he  will  fix  in  his  mind  the  location  of  the  several 
states,  mountains,  rivers,  lakes,  cities,  capes,  &c.  &c., 
more  clearly  and  surely  than  by  any  other  method.  In 
drawing  maps,  the  first  step  should  be  to  mark  off  the 
meridians  and  parallels.  These  will  serve  as  guide-lines 
for  locating  the  different  sections.  After  a  little  careful 
practice,  pupils  will  be  able  to  go  to  the  black-board  and 
draw  an  outline  map  of  a  state  or  country  with  a  degree 
of  readiness,  accuracy,  and  neatness,  which  will  greatly 
surprise  and  delight  one  who  has  never  before  witnessed 
such  an  exercise.  In  the  study  of  Geography,  it  will  be 
found  most  interesting  and  profitable  to  commence  with 
those  sections  nearest  "home,"  and  gain  a  well-defined 
understanding  of  them  before  proceeding  to  countries  and 
sections  which  are  more  remote. 

Within  a  few  years,  most  permanent  schools  have  been 
furnished  with  outline  maps.  These  may  be  advan- 
tageously used,  or  they  may  be  used  with  but  little  ben- 
efit. If  possible,  pupils  should  be  so  thoroughly  taught, 
that  they  will  be  able  to  go  to  any  map,  and  point  out  the 
different  countries,  states,  cities,  mountains,  lakes,  rivers, 
&c.,  and,  at  the  same  time,  give  such  particulars  in  rela- 
tion to  each  as  may  be  important.  If  a  country  is  spoken 
of,  let  something  be  said  of  its  productions,  climate,  gov- 
ernment, &c.  &c.  If  the  subject  relates  to  rivers,  let 
their  size,  condition,  &c.,  be  topics  for  consideration  and 
description.  In  fine,  let  all  geographical  lessons  be  con- 
ducted with  a  special  reference  to  imparting  a  clear  and 
practical  knowledge  of  the  whole  subject,  so  far  as  relates 
to  it  in  a  topographical,  physical,  and  historical  sense. 


CHAPTER    XXVII. 

ENGLISH     GRAMMAR. 

THE  study  of  Grammar  is  often  spoken  of  as  dry  and 
uninteresting.  As  it  is  attended  to  in  many  schools,  it 
certainly  is  so ;  but,  rightly  taught,  it  may  be  made 
highly  interesting  and  useful.  Before  proceeding  to  give 
a  few  hints,  in  reference  to  teaching  this  branch,  I  will, 
briefly,  allude  to  two  or  three  of  the  causes  which  have 
tended  to  render  it  unattractive  and  unprofitable. 

In  the  first  place,  pupils  have  been  allowed  to  com- 
mence learning  from  a  text-book  at  too  early  an  age. 
There  is.  with  the  young,  a  very  common  and  strong 
feeling,  that  there  is  something  exceedingly  great  and 
charming  in  the  study  of  English  grammar ;  and  they 
are  frequently  indulged  in  their  earnest  desire  to  join  the 
grammar  class  when  quite  young.  The  consequence  is, 
that  the  reality  falls  so  far  below  the  ideal  they  had 
formed,  that  they  sink  into  a  condition  of  dislike,  or 
apathy,  from  which  it  will  ever  after  be  exceedingly  dif- 
ficult to  raise  them. 

Another  reason  why  the  study  has  been  uninviting 
and  useless,  has  been  the  fact  that  pupils  have  been 
allowed  to  repeat  words  without  gaining  ideas.  Many  a 
pupil  has  been  able  to  repeat  the  words  of  a  grammar, 
from  beginning  to  end,  without  obtaining  any  definite 
understanding  of  the  various  subjects  treated  of.  How 
many,  for  instance,  will  promptly  define  the  various  parts 


220  COMMON    SCHOOL    EDUCATION. 


HORSE-HAIR    JUSTICE. 


of  speech,  without  having  any  clear  comprehension  of  the 
same  ! 

Says  S.  G.  Goodrich,  "I  once  knew  a  boy,  in  the 
olden  time  of  Webster's  Grammar,  who  found  this  defini- 
tion in  his  book  :  '  A  noun  is  the  name  of  a  thing ;  as, 
horse,  hair,  justice.'  But  he  chanced  to  misconceive  it, 
and  read  it  thus  :  'A  man  is  the  name  of  a  thing ;  as,  horse- 
hair justice.'  He  was  of  a  reflective  turn;  and  long  he 
pondered  over  the  wonderful  mysteries  of  a  noun.  But 
in  vain ;  he  could  not  make  it  out.  It  so  happened  that 
his  father  was  a  justice  of  the  peace ;  and,  one  day,  when 
the  boy  went  home,  the  old  gentleman  was  holding  a  jus- 
tice's court.  There  he  sat,  in  state,  among  a  crowd  of 
people,  on  an  old-fashioned,  horse-hair  settee.  A  new 
light  suddenly  broke  in  upon  our  young  hero's  mind. 
'My  father,'  said  he,  mentally,  'is  a  horse-hair  justice, 
and,  therefore,  a  noun  ! ' 

In  speaking  of  the  early  age  at  which  the  young  com- 
mence the  study  of  grammar,  W.  B.  Fowle  says :  "  The 
words  of  some  manual  are  said  or  sung  for  a  given  time, 
until  the  chOd'arrives  at  that  ne  plus  ultra  of  philology, 
—  a  substantive  or  noun  is  the  name  of  anything  that 
exists  or  of  which  we  have  any  notion,  as  '  man-virtue- 
London ; '  and  then,  if  the  child  is  at  a  loss  to  know 
exactly  what  sort  of  notion  '  man-virtue- London '  is, 
he  will  not  fail  to  learn  what  it  is  '  to  be,  to  do,  and  to 
suffer'  " 

Another  objection  to  the  study  of  grammar  has  been, 
that  an  attempt  has  been  made  to  advance  too  rapidly, 
so  that  many  subjects  have  been  before  the  mind  at  once, 
so  confusing  it  as  to  prevent  the  gaming  of  a  well-defined 
idea  in  relation  to  any  one 


ENGLISH    GRAMMAR.  221 


HINTS    ON    TEACHING    GBAMMAB. 


The  definitions  of  all  the  parts  of  speech  have  been 
recited  at  one  time,  without  giving  any  attention  to  the 
correct  understanding  and  true  application  of  either, 
singly.  Under  these  circumstances,  it  would  be  strange 
if  grammar  should  not  prove  "  dry  and  uninteresting  ;  " 
it  surely  must  be  so. 

Having  alluded  to  some  of  the  reasons  which  have 
tended  to  make  grammar  uninteresting  and  unintelligible, 
I  will  now  endeavor  to  give  a  few  hints  in  relation  to 
teaching  the  same.  I  have  said  that  pupils  begin  the 
study  of  grammar  too  soon, —  that  is,  from  a  regular 
text-book.  Children  may  be  taught  many  of  the  princi- 
ples of  grammar,  in  an  interesting  manner,  without  look- 
ing into  a  text- book  on  the  subject. 

The  several  parts  of  speech  may  be  considered,  and 
quite  young  scholars  may  be  made  familiar  with  these, 
without  the  use  of  a  book.  W.  H.  Wells  gives  the  fol- 
lowing valuable  suggestions  on  this  point:  "The  classi- 
fication of  words  may  be  introduced  by  referring  to  the 
different  kinds  of  trees,  to  the  different  kinds  of  animals, 
or  to  any  other  collection  of  objects  that  admit  of  a  reg- 
ular division  into  distinct  classes.  Thus,  when  we  go 
into  a  forest,  we  find  that  the  number  of  trees  about  us 
is  greater  than  we  can  estimate.  But  we  soon  observe 
that  a  portion  of  them  have  certain  striking  resemblances, 
while  they  differ,  essentially,  from  all  the  rest.  We 
also  observe  that  others,  which  differ  materially  from 
these,  have  similar  resemblances  to  one  another.  And, 
by  extending  our  observation,  we  find  that  this  countless 
multitude  of  trees  all  belong  to  a  very  few  simple  classes, 
which  are  easily  distinguished  from  each  other.  Those 
of  one  class  we  associate  together,  and  call  them  oak 
19* 


222  COMMON    SCHOOL    EDUCATION. 


ADVANCE   SLOWLY    AND    SURELT. 


trees ;  those  of  another  class  we  call  pine  trees ;  and  in 
this  manner  we  proceed  with  all  the  different  kinds. 

Just  so  it  is  with  the  words  of  our  language.  Though 
their  number  is  about  eighty  thousand,  yet  we  find,  on 
a  careful  examination,  that  they  all  belong  to  less  than  a 
dozen  different  classes,  called  parts  of  speech ;  so  that  we 
have  only  to  learn  the  character  of  these  divisions,  and 
we  shall  be  able  to  tell  the  class  to  which  any  word  in 
the  language  belongs. 

By  some  such  introductory  illustration,  the  curiosity 
of  a  class  of  beginners  may  be  easily  excited ;  and  they 
will  thus  be  prepared  to  enter  with  eagerness  upon  the 
labor  of  learning  to  distinguish  the  different  parts  of 
speech. 

The  teacher  should  lead  his  pupils  to  take  an  active 
part  in  these  lessons  from  the  beginning, —  not  only  by 
proposing  frequent  questions  for  them  to  answer,  but, 
also,  by  encouraging  them  to  ask  such  questions  as  their 
own  curiosity  may  suggest." 

It  is  very  important  that  the  several  steps  in  grammar 
be  made  slowly  and  surely, —  that  every  definition  and 
every  explanation  be  made  perfectly  intelligible.  The 
pupil  should,  for  some  time,  be  required  to  give  the  rea- 
son for  every  step  he  takes,  and  tell  why  "he  thus  recites. 

After  a  pupil  has  become  sufficiently  familiar  with 
the  various  parts  of  speech,  considerable  time  may  be 
devoted  tc  writing  simple  sentences,  illustrative  of  the 
knowledge  he  has  acquired.  The  pupil  should  be  pre- 
pared to  designate  the  several  parts  of  speech  in  each 
sentence,  and  tell  all  that  may  be  important  in  relation 
to  the  same.  If  he  has  gained  a  clear  understanding  of 
the  different  parts  of  speech,  with  all  their  variations  and 


ENGLISH    GRAMMAR.  223 


THE   WRITING    OF    SENTENCES. 


modifications,  he  may  be  required  to  write  short  sentences, 
of  the  following  description  : 

1.  Write  a  sentence   with   a  common   noun  in   the 
possessive  case. 

2.  Write  a  sentence  containing  a  proper  noun  in  the 
second  person. 

3.  Write  a  sentence  containing  an  adjective  in  the 
superlative  degree. 

4.  Write  a  sentence  containing  an  adjective  in  the 
positive  degree. 

5.  Write  a  sentence  containing  an  adverb. 

6.  Write  a  sentence  containing  a  regular  verb  in  the 
third  person,  singular  number,  indicative  mode. 

7.  Write  a  sentence  containing  a  verb  in  the  impera- 
tive mode. 

The  judicious  teacher  may  vary  and  extend  these, 
indefinitely ;  and  pupils  will  soon  take  great  interest  in 
writing  such  exercises. 

After  scholars  have  become  familiar  with  the  difference 
between  a  simple  and  compound  sentence,  they  may  be 
required  to  write  longer  exercises.  But,  at  the  very 
outset,  they  should  be  trained  to  make  a  right  use  of 
capitals,  and  to  insert  all  marks  of  punctuation.  At  this 
stage,  it  may  be  well  to  require  a  class  to  write  sentences 
corresponding  with  the  following : 

1.  Write  a  sentence  containing  a  regular  transitive 
verb,  an  adverb,  a  common  noun,  and  an  adjective  in  the 
comparative  degree. 

2.  Write  a  sentence  containing  a  relative  pronoun,  a 
preposition,  a  noun  in  the  objective  case,  and  a  verb  in 
the  subjunctive  mode. 

3.  Write  a  sentence   containing  a  proper   noun,   an 


224  COMMON   SCHOOL   EDUCATION. 


ANALYSIS    AND    PARSING. 


interrogative  pronoun,  a  conjunction,  and  a  verb  in  the 
infinitive  mode. 

By  proceeding  in  this  way,  a  class  will  make  mor« 
sure  and  pleasant  progress  than  by  giving  their  attentioi 
to  prepare  for  a  verbatim  recitation  from  a  text-book. 

As  soon  as  sufficient  advancement  has  been  made, 
much  time  and  attention  may  be  given  to  the  analysis  of 
different  sentences,  and.  also,  to  technical  parsing, — 
though  the  last  named  is  of  but  little  value,  without  the 
ability  to  comprehend  the  other  points  alluded  to. 

At  an  early  period,  much  attention  may  be  very  profit- 
ably devoted  to  the  writing  of  sentences  of  a  simple  na- 
ture, which  will  prove  useful,  as  preparatory  to  the  more 
formidable  exercises  of  composition  and  letter-writing, — 
subjects  which  I  shall  reserve  for  consideration  in  another 
chapter. 


CHAPTER    XXVIII. 

COMPOSITION     AND    LETTER- WRITI  NO. 

THERE  are  so  many  individuals  who  have  thoughts 
but  cannot  express  them, — "  who  know,  but  carjiot  tell,' 
—  that  it  seems  very  desirable  that  pupils  in  our  schools 
should  be  carefully  and  early  trained  in  the  practice  of 
writing  composition.  I  am  aware  that  many  teachers, 
and  many  pupils,  regard  the  subject  with  a  peculiar 
dread ;  but  it  is,  nevertheless,  a  subject  of  much  import- 
ance, and  may  be  made  an  interesting  one.  The  reluc- 
tance with  which  this  exercise  is  undertaken  often  pro- 
ceeds more  from  the  manner  in  which  it  is  treated,  and 
from  an  injudicious  selection  of  themes,  than  from  any 
inherent  difficulty. 

The  exercise  is  usually  delayed  till  too  late  a  period 
of  the  pupil's  life;  and  then  it  is  treated  in  a  man- 
ner so  formal  and  repulsive,  as  to  create  a  strong 
disrelish  for  the  whole  subject.  If,  instead  of  being 
delayed  till  scholars  are  nearly  ready  to  leave  school,  it 
should  receive  attention  much  earlier,  and  in  a  less  formal 
and  less  exacting  manner,  the  general  results  would  be 
much  more  satisfactory  and  gratifying.  Let  scholars,  as 
soon  as  they  are  able  to  use  a  pen  or  pencil,  and  to  spell 
with  a  fair  degree  of  correctness,  be  required  to  write 
short  sentences  on  some  subject  of  interest  to  them,  and, 
if  they  are  judiciously  managed,  they  will  surmount 
many  of  the  difficulties  which  usually  —  though,  in  a 


226  COMMON   SCHOOL   EDUCATION. 


SUBJECTS    FOR   BEGINNERS. 


great  degree,   imaginarily  —  hang  around  the  subject, 
before  they  are  aware  of  having  taken  the  first  step. 

For  illustration ;  suppose  a  teacher  should  say  to  a 
class  of  young  pupils,  "  I  wish  each  of  you  to  write 
something  about  your  school-house,  and  tell  me  all  you 
can  about  it."  Or,  instead  of  this,  either  of  the  follow- 
ing, or  similar  subjects,  may  be  given  to  a  class,  with  a 
request  that  a  description  of  each  may  be  given : 

THE  FARMER. 

THE  CARPENTER. 

A  WALK. 

A  JOURNEY. 

A  VESSEL. 

A  TRAIN  OF  CARS. 

The  wise  teacher  will  not  be  at  a  loss  in  the  selection 
of  subjects ;  and,  if  those  are  selected  in  which  the  pupils 
manifest  an  interest,  they  will  acquire  considerable  skill 
in  writing,  before  the  direct  exercise  of  composition  is 
named.  By  pursuing  a  course  similar  to  this,  a  sure  and 
gradual  improvement  will  be  secured,  and  the  whole 
subject  will  be  divested  of  all  its  terrors  and  repulsive 
points. 

It  is  a  very  common  fault  with  scholars,  that  they  use 
•words  which  are,  strictly,  above  their  comprehension. 
With  a  sort  of  impression  that  long  words  add  to  the 
attractiveness  of  an  article,  they,  very  frequently,  mai 
that  which  they  so  studiously  aim  to  beautify  and  adorn. 
If  they  are  early  taught  to  use  plain,  simple,  and  familiar 
language,  and  to  give  all  their  descriptions  m  an  easy 
and  natural  style,  they  will  more  surely  succeed  in  be- 
coming good  and  interesting  writers. 

The  exercise  of  composition  requires  a  degree  of  ac- 


COMPOSITION   AND   LETTER-WRITING.  22? 


LETTER-  WRITING. 


quaintance  with  so  many  particulars,  that  it  is  really 
deserving  of  more  attention  than  it  ordinarily  receives. 
If  especial  attention  is  required  in  relation  to  spelling, 
use  of  capitals,  punctuation,  &c.,,  the  exercise  may  bo 
made  as  profitable  as  any  of  those  introduced  into  our 
schools.  No  pupil  should  feel  that  he  is  prepared  to 
leave  school,  until  he  has  acquired  the  ability  to  write  a 
legible  and  intelligible  composition ;  and  no  teacher  should 
feel  that  he  has  discharged  his  whole  duty, 'until  he  has 
imparted  suitable  aid  and  instruction  in  reference  to  the 
whole  subject,  and  done  what  he  could  to  inspire  those 
under  his  charge  with  a  just  appreciation  of  the  import- 
ance of  the  same. 


LETTER-WRITING. 


Intimately  connected  with  the  above,  and,  I  may  say, 
a  part  of  the  same,  is  the  practice  of  letter-writing. 
Every  individual  in  the  community,  who  occupies  any 
important  station, —  and,  indeed,  every  person,  high  or 
low,  rich  or  poor, —  may  have,  and  probably  will  have, 
occasion  to  write  letters.  To  do  this  in  a  neat  and  easy 
manner  is  of  no  trifling  consequence ;  and  yet,  every  one 
who  has  ever  looked  at  the  letters  in  any  post-office  must 
have  observed  the  very  general  want  of  taste  and  neat- 
ness in  the  modes  of  folding  and  superscribing  letters  ; 
and,  if  the  contents  should  be  examined,  they  would  be 
found  to  correspond  with  the  external  appearance. 

Now,  it  should  be  the  aim  of  every  teacher  to  impart 
instruction  on  the  subject  of  letter- writing.  General 
directions  and  explanations,  in  reference  to  the  commenc- 
ing and  closing  of  a  letter,  the  manner  of  folding,  super- 
scribing, and  sealing,  may  be  given  to  a  whole  school,  bv 


228  COMMON   SCHOOL    EDUCATION. 


A    LETTER    OF    RECOMMENDATION. 


using  the  black-board  ;  and  it  will  not  reqaire  much  of 
the  teacher's  time  or  attention  to  furnish  all  the  instruc- 
tion that  may  be  needed. 

It  is  to  be  hoped  that  more  consideration  may  bo 
attached  to  this  simple  but  useful  exercise,  and  that  all 
pupils  may  possess  the  ability,  when  they  cease  attend- 
ing school,  to  write  letters  which  shall  be  accurate  and 
natural  in  their  style,  correct  in  orthography,  systematic 
and  proper  in  all  their  parts.  A  letter  neatly  written, 
correctly  expressed,  and  properly  folded  and  superscribed, 
•will  always  prove  a  "letter  of  recommendation"  to  its 
writer ;  while  the  reverse  will  exert  an  influence  in  no 
respect  favorable  or  complimentary. 


CHAPTER    XXIX. 

AKITHMETIC. 

IT  is,  probably,  true  that  more  time  and  attention  are 
devoted  to  the  study  of  Arithmetic,  in  our  schools,  than 
to  any  other  branch.  Perhaps  its  practical  importance 
Tenders  this  advisable.  Be  this  as  it  may,  no  one  will 
deny  the  great  value  of  a  familiar  and  thorough  knowl- 
edge of  the  science  of  numbers.  To  give  precise  and  spe- 
cific directions,  in  relation  to  teaching  the  various  princi- 
ples and  rules  of  arithmetic,  would  require  more  space 
than  can  be  given  to  it,  in  this  connection.  It  will  be 
my  aim,  simply,  to  offer  a  few  suggestive  hints,  in  refer- 
ence to  the  subject. 

1.  I  would  urge  the  importance  of  careful  training 
in  mental  arithmetic. 

It  will  be  but  the  expression  of  a  common  feeling  and 
opinion,  prevailing  among  the  best  of  teachers,  to  say 
that  Warren  Colburn  did  more  for  the  science  of  num- 
bers, in  the  preparation  of  his  "  First  Lessons"  in  mental 
arithmetic,  than  has  been  done  by  any  other  individual. 
Others  have  attempted  to  eclipse  him,  by  improving  upon 
his  plan ;  but  we  have  yet  to  learn  that  any  one  has  been 
successful  in  this  particular.  It  is  unquestionably  true, 
that  pupils,  properly  trained  in  exercises  similar  to  those 
contained  in  the  book  alluded  to,  will  make  more  intelli- 
gent and  rapid  progress  in  written  arithmetic  than  those 
who  have  not  had  such  mental  discipline. 
20 


230  COMMON    SCHOOL   EDUCATION. 


EXACTNESS    IMPORTANT. 


But,  in  order  that  the  greatest  benefit  may  result  from 
mental  arithmetic,  it  must  be  attended  to  with  great  care 
and  exactness.  It  is  not  merely  essential  that  the  correct 
answer  be  obtained,  but,  also,  that  the  question  be  so 
stated,  and  the  explanation  so  given  by  the  pupil,  as  to 
afford  the  clearest  evidence  of  a  thorough  understanding 
of  the  principle  involved,  and  of  the  whole  process  of 
solution.  To  show  what  I  mean  by  exactness  in  the 
explanation,  I  will  take  a  single  question,  to  illustrate  a 
very  common  deviation  from  the  true  process  of  solution. 
This  deviation  may  seem  a  trifling  one, —  but  trifles  are 
important  in  arithmetical  operations. 

Question:  Thirty-five  is  |  of  how  many  times  117 
The  pupil  says,  "If  thirty-five  is  |,  one  ninth  will  be 
£  of  thirty-five,  which  is  7  ;  and  f ,  or  a  whole,  will  be 
seven  times  nine,  which  is  63."  Now,  the  error  here 
was,  in  saying  seven  times  nine,  instead  of  nine  times 
seven;  yet,  as  a  departure  from  the  true  process,  it 
should  be  rectified  by  any  teacher  who  aims  at  perfect 
method  and  accuracy. 

After  the  pupil  has  advanced  somewhat  in  the  per- 
formance of  mental  operations,  he  may  give  attention  to 
written  ones,  and  the  two  may  be  continued  together.  I 
will  merely  say,  that  I  think  exercises  in  mental  arith- 
metic may  be  profitably  continued  throughout  a  pupil's 
school  course.  The  discipline  of  mind,  and  promptness 
in  making  calculations,  which  will  result  from  the  same, 
will  amply  compensate  for  any  attention  that  may  be 
given  to  them.  In  but  very  few  schools,  these  exercises 
yet  receive  merited  attention ;  and,  hence,  we  find  many 
skilled  in  written  performances,  who  are  very  slow  in 
mental  calculations.  I  will  relate  an  instance,  in  il 


ARITHMETIC.  231 


ANECDOTE    OF    MATHEMATICIANS. 


tration  of  this  point.  "  Several  mathematicians  once 
met  to  dine  at  a  hotel.  When  dinner  was  over,  the 
waiter  placed  in  the  hands  of  the  learned  chairman  of  the 
party  the  aggregate  of  the  bill,  that  he  might  decide  how 
much  each  should  pay.  Not  having  a  pen  and  ink,  he 
was  much  puzzled,  and  passed  it  to  a  distinguished  math- 
ematician on  his  right  hand,  who  found  himself  compelled 
to  pass  it  to  the  next,  and  so  on,  till  it  was  returned  to 
the  president.  In  this  dilemma,  the  matter  was  re- 
ferred to  the  waiter,  who,  after  looking  at  the  bill  for  a 
few  seconds,  named  the  exact  sum  which  was  to  be  paid 
by  each.  Now,  it  is  probable  that  the  knowledge  of 
each  of  these  savans  was  to  that  of  the  waiter  what  a 
park  of  artill  Ty  is  when  compared  with  the  arrow  of  a 
savage;  but  their  acquirements,  like  the  former,  could 
not  readily  and  instantaneously  be  brought  to  bear  upon 
a  trivial  object." 

The  frequent  and  judicious  practice  in  mental  opsra- 
tions  and  calculations  will  enable  quite  young  pupils  to 
give  results  with  a  degree  of  readiness  and  accuracy  that 
will  be  truly  surprising  to  those  who  have  never  before 
witnessed  the  experiment. 

In  commencing  and  in  pursuing  written  arithmetic, 
the  greatest  care  should  be  used  to  have  every  step  per- 
fectly understood.  It  is  not  unfrequently  the  case,  that 
scholars,  in  their  undue  anxiety  to  approximate  toward 
the  end  of  the  book,  pass  over  ground  so  rapidly  that 
they  acquire  but  little  clear  and  well-fixed  knowledge. 
They  may  repeat  rules,  and  perform  questions  under  the 
same,  but  they  do  not  gain  that  information  which  will 
enable  them,  readily  and  accurately,  to  apply  the  prin- 


232  COMMON   SCHOOL   EI/UCA1[ON. 

TOO    MUCH   RELIANCE    ON   KULES   NOT   WELL. 

ciples  they  have  passed  over  to  arithmetical  operations, 
when  presented  disconnected  from  the  book  or  rule. 

Many  teachers  require  their  pupils  to  repeat  the  rules 
of  their  text-book,  verbatim  et  literatim,  and  will  not 
admit  of  the  slightest  deviation  from  the  same.  In  some 
instances,  this  may  be  well.  Indeed,  if  the  rules  of  the 
book  are  required  at  all,  it  is  well  to  have  them  repeated 
with  exactness;  but  it  is  often  much  more  valuable  to 
require  pupils  so  to  examine  and  analyze  questions  and 
problems,  as  to  acquire  such  an  understanding  as  will 
enable  them  to  give  a  rule,  or  describe  a  process,  in  words 
of  their  own.  When  this  can  be  done,  it  affords  the  most 
indubitable  evidence  of  a  clear  and  definite  comprehen- 
sion of  principles.  Scholars  who  have  been  taught  to 
rely  upon  the  text-book  rules  in  the  performance  of  their 
work,  are  very  liable  to  feel  and  manifest  the  utmost 
ignorance,  when  called  upon  to  perform  calculations 
without  the  aid  of  the  customary  rules  and  formulas. 

Much  time  and  practice  should  be  given  to  the  funda- 
mental rules  of  arithmetic.  These  should  be  most  thor- 
oughly understood  ;  and  exercises  under  these  several 
rules  should  be  given  so  frequently,  and  for  so  long  a 
period,  that  pupils  Avill  be  prepared  to  work  with  the 
utmost  rapidity  and  accuracy.  It  is  hardly  possible  to 
give  too  much  attention  to  the  adding  of  columns  of  fig- 
ures. It  would  be  useful  if  all  the  older  pupils  in  schools 
should  be  required  to  devote  a  few  minutes,  daily,  to  the 
addition  of  figures  upon  their  slates,  or  upon  black- 
boards. As  all  can  be  at  work  at  the  same  time,  from 
five  to  ten  minutes  will  be  sufficient  for  an  exercise  of 
this  kind ;  and,  if  teachers  would  devote  this  amount,  the 
result  would  be  most  gratifying.  In  performing  such 


ARITHMETIC.  233 


FUNDAMENTAL   RULES. 


operations,  let  particular  attention  be  given  to  making 
the  'figures  with  great  distinctness,  and  putting  them 
down  in  straight  columns.  These  are  quite  important. 

The  same  method  may  be  adopted  in  reference  to  mul- 
tiplication, division,  and  subtraction.  By  frequent  and 
continued  practice,  in  all  these  rules,  pupils  will  attain 
a  degree  of  facility  and  promptness  which  will  be  highly 
serviceable  to  them,  not  only  in  relation  to  all  subsequent 
arithmetical  operations  at  school,  but  also  in  the  business 
transactions  of  life.  Thousands  have  occasion  to  perform 
calculations  under  these  rules  where  one  is  called  upon 
to  use  the  higher  and  more  advanced  rules  of  the  science 
of  numbers.  Yet  it  is,  too  frequently,  the  case,  that  men 
can  be  found  who  are  perfectly  conversant  with  the  more 
difficult  and  abstruse  parts  of  mathematics,  and  exceed- 
ingly deficient  as  regards  promptness  and  exactness  in 
relation  to  the  fundamental  rules.  While  the  former 
may  be  desirable  and  important,  they  should  never  be 
purchased  at  the  expense  of  the  latter. 

In  advancing,  let  the  same  course  be  pursued,  and  let 
every  step  and  every  principle  be  thoroughly  fixed  upon 
the  understanding,  by  the  performance  of  a  large  number 
of  practical  questions.  In  this  connection,  I  would 
recommend  that  teachers  should  often  propose  questions 
and  problems  not  contained  in  the  text-book,  and  have 
the  same  partake  as  much  of  the  character  of  business 
transactions  as  may  be.  It  will  be  useful,  also,  to  request 
the  pupils  to  propose  questions  for  solution.  If  I  mis- 
take not,  much  benefit  would  result  from  this  course. 
They  may  engage  in  it  reluctantly,  at  first ;  but,  after  a 
few  trials,  they  will  become  interested.  In  this  way, 
the  attention  of  a  whole  class  may  be  directed  to  the 
20* 


234  COMMON    SCHOOL    EDUCATION. 


A    SUGGESTION    AND    EXAMPLE. 


seeking  or  preparing  of  questions,  under  a  particular 
rule,  or  involving  some  principle.  Suppose  a  class  has 
been  performing  a  question  like  the  following  :  "  A,  B, 
and  C,  engaged  in  trade ;  A  put  in  $40,  B  $25,  and  C 
$75 ;  they  gained  $180 ;  what  was  the  share  of  each?  " 
After  this  question  has  received  proper  attention,  the 
teacher  may  say :  "  Scholars,  I  have  explained  this  ques- 
tion and  you  think  you  understand  it.  That  we  may 
be  sure  on  this  point,  I  wish  each  of  you  to  bring  to  me, 
to-morrow,  a  question  of  a  similar  kind.:'  Perhaps  one 
scholar  may  propose  the  following :  "  Amos,  Charles,  and 
Samuel,  bought  500  marbles  for  75  cents,  of  which  Amos 
paid  30  cents  Charles  25  cents,  and  Samuel  20  cents; 
how  many  marbles  ought  each  to  have?"  I  think  it 
will  be  readily  admitted,  that  a  course  like  this,  in 
reference  to  the  various  rules,  will  prove  very  valuable, 
in  many  particulars.  At  all  events,  it  will  counteract 
the  unfavorable  consequences  of  a  sole  reliance  upon  text- 
book questions. 

In  arithmetical  operations,  particularly,  scholars 
should  be  trained  to  rely  upon  their  own  resources. 
Many  teachers  help  their  pupils  too  readily ;  they  lift 
them  over  difficulties,  rather  than  lead  them  to  see  their 
own  way  through  them.  Let  scholars  be  made  to  feel 
that  they  can  perform  very  complicated  questions,  if  they 
will  give  their  entire  attention  to  the  same,  and,  in  most 
cases,  they  will  find  their  own  ability  equal  to  the  task 
required  of  them.  Let  them  be  taught  to  examine,  to 
think,  to  compare,  and,  by  persevering,  they  will  soon 
acquire  the  power  to  surmount  the  greatest  difficulties. 

It  will  sometimes,  of  course,  be  necessary  for  the 
teacher  to  render  assistance.  But,  even  then,  it  may  be 


ARITHMETIC.  235 


TOO    MUCH    HELP    INJUDICIOUS. 


better  to  give  it  in  an  indirect  manner, —  by  asking  some 
question  or  questions  which  shall  lead  the  pupil  to  see 
for  himself.  It  will  seldom  be  desirable  to  perform  a 
question  for  a  pupil,  or  to  tell  him  precisely  how  to  do  it. 
It  will  be  far  preferable  to  encourage  him  to  persevere 
cheerfully,  imparting,  perhaps,  a  few  suggestive  hints,  in 
relation  to  the  difficulty  before  him. 

It  is  often  the  case,  that  a  pupil  may  be  led  to  com- 
prehend a  difficult  question,  by  proposing  another,  involv- 
ing the  same  principles,  but  more  simple  in  its  terms. 
Let  us  suppose  the  following  question  is  in  a  lesson,  and 
that  it  is  not  readily  understood:  "Three  men  —  D,  E, 
and  F  —  bought  a  ship  for  $25.000.  and  sold  the  same 
for  $30,000  ;  D  paid  $8000,  E  $6500,  and  F  $10.500  ; 
what  was  each  one's  share  of  the  gain?"  The  pupil 
goes  to  the  teacher  for  assistance.  Instead  of  rendering 
direct  aid,  the  instructor  proposes  the  following  question : 
"  Charles,  David,  and  Alfred,  bought  a  knife  for  ^5 
cents,  and  sold  it  for  100  cents;  Charles  paid  25  cents, 
David  15  cents,  and  Alfred  35  cents ;  what  part  of  the 
gain  ought  each  to  have?  "  The  probability  is,  that  the 
pupil  would  soon  perform  this,  and,  on  being  told  that 
the  same  principles  apply  to  the  first,  he  will,  without 
doubt,  soon  be  able  to  perform  that  also. 

Let  every  effort  be  made  to  secure  a  thorough  under- 
standing of  every  subject  and  every  principle,  and,  if  the 
pupil  leaves  school  before  reaching  the  middle  of  the 
text-book,  he  will  be  better  prepared  for  business  than 
he  would  if  he  had,  nominally,  been  over  the  whole  book 
a  dozen  times,  without  gaining  an  accurate  and  well- 
defined  knowledge  of  the  several  rules  and  principles. 

Says  Prof.   Da  vies,  in  his  Grammar  of  Arithmetic : 


236  COMMON    SCHOOL    EDU    -vTION. 


THOROUGH    ANALYSIS    IMl-oRTANT 


"In  explaining  the  science  of  arithmetic,  great  care 
should  be  taken  that  the  analysis  of  every  question,  and 
the  reasoning  by  which  the  principles  are  proved,  be 
made  according  to  the  strictest  rules  of  mathematical 
logic.  Every  principle  should  be  laid  down  and  ex- 
plained, not  only  with  reference  to  its  subsequent  use 
and  application  in  arithmetic,  but  also  with  reference  to 
its  connection  with  the  entire  mathematical  science,—- 
of  which  arithmetic  is  the  elementary  branch." 


CHAPTER    XXX. 

BOOK-KEEPING  :      DECLAMATION. 

THERE  is  scarcely  any  situation  in  life,  in  which  a 
knowledge  of  book-keeping  may  not  be  of  much  service. 
Its  importance  and  general  utility  are  such  as  to  demand 
for  it  a  more  prominent  place  in  our  schools  than  it  has, 
heretofore,  received.  It  is  a  branch  to  which  the  atten- 
tion of  the  older  pupils,  of  both  sexes,  in  all  our  schools, 
may  be  very  profitably  given;  for  it  not  unfrequently 
happens  that  females  have  occasion  for  a  practical  use  of 
knowledge  thus  acquired.  But,  if  this  should  seldom  or 
never  be  the  case,  the  advantages  of  writing  out  a  set 
of  books,  merely  as  a  disciplinary  exercise,  would  amply 
compensate  for  all  time  and  attention  devoted  to  it.  I 
am  aware  that  book-keeping  has,  in  many  schools,  re- 
ceived a  nominal  attention ;  but,  in  most  instances,  the 
exercise  has  consisted  in  making  a  verbatim  transfer  from 
a  printed  formula  to  a  blank  book.  The  amount  of  avail- 
able knowledge  thus  acquired  is,  of  course,  very  incon- 
siderable and  vague. 

In  explaining  the  various  terms  used  in  a  system  of 
accounts,  great  care  should  be  taken  to  insure  a  clear  and 
perfect  understanding,  on  the  part  of  the  learner.  It  is, 
often,  the  case  that  pupils  attend  to  book-keeping  blindly, 
for  the  want  of  a  thorough  comprehension  of  the  first 
principles  and  appropriate  terms.  Teachers  should  not 
forget,  that  matters  which  are  perfectly  familiar  and 


238  COMMON   SCHOOL   EDUCATION. 


TERMS    SHOULD    BE   MADE    PLAIN. 


plain  to  themselves  may  be  shrouded  in  mystery  to  the 
young  pupil. 

A  great  amount  of  information  may  be  imparted  by  an 
instructor  without  the  aid  of  a  regular  text- book,  though 
it  would  be  preferable  to  use  one.  The  nature  and  object 
of  the  day-book,  leger,  cash-book,  &c.,  should  be  fully 
and  clearly  explained,  and  everything  in  relation  to  each 
made  as  simple  as  possible.  A  little  time,  with  the  aid 
of  a  black-board,  will  enable  a  judicious  teacher  to  make 
everything  sufficiently  plain  and  clear. 

In  commencing,  it  may  be  best  to  require  the  pupils 
to  spend  a  portion  of  time  in  writing  exercises  upon  their 
slates ;  and  it  will  be  well  if  these  exercises  are  of  such  a 
nature  as  to  interest  them.  Perhaps,  at  the  outset,  all 
transactions  may  be  limited  to  cents  in  their  amount, 
for,  while  boys,  in  their  earnestness,  often  say,'  to  their 
mates,  that  they  will  give  a  million  of  dollars,  if  a  thing 
is  not  so  and  so,  the  sum  total  of  all  their  actual  property, 
and  of  all  their  real  operations,  will  seldom  exceed  a  few 
cents. 

If  the  terms  Dr.  [debtor]  and  Cr.  [creditor]  have  been 
properly  explained,  the  teacher  may,  for  first  exercises, 
give  questions  like  the  following,  and  require  a  class  to 
enter  the  same,  in  correct  form,  upon  their  slates  : 

If  Charles  Adams  buys  of  you  a  knife  worth  20  cents, 
and  a  lead-pencil  worth  10  cents,  how  will  you  enter  the 
charge  ? 

If  John  Dole  buys  a  writing-book  for  12  cents,  and  a 
slate  for  25  cents,  how  will  you  charge  the  same  1 

If  Benjamin  Hoyt  buys  6  oranges  for  4  cents  each,  a 
Testament  for  20  cents,  and  an  arithmetic  for  33  cents. 


BOOK-KEEPING:    DECLAMATION.  239 


IMPORTANCE    OF    DECLAMATION. 


and  pays  you  25  cents,  how  will  you  enter  the  transaction 
in  your  day-book  ? 

Questions  like  these,  and  others,  calculated  to  illustrate 
every  variety  of  transaction  which  would  come  within 
the  limits  of  single-entry  book-keeping,  may  be  given  by 
the  teacher,  until  the  pupil  has  gained  some  idea  of  the 
object  of  keeping  accounts,  and  of  the  terms  used. 

The  form  and  object  of  bills,  notes,  receipts,  drafts, 
due-bills,  &c.  &c.,  should  be  properly  explained,  and 
may  be  so,  very  readily,  by  using  the  black-board. 


DECLAMATION. 


Although  the  exercise  of  declamation  has,  of  late, 
received  more  attention  in  schools  than  was  formerly 
devoted  to  it,  still,  it  is  true  that  less  consequence  is 
attached  to  it  than  its  real  importance  demands.  The 
advantages  of  frequent  practice  in  "speaking"  are  so 
many  and  so  great,  that  it  should  receive  more  promi- 
nence, in  all  our  schools.  If  scholars,  at  quite  an  early 
age,  should  be  trained  in  the  rehearsal  of  pieces,  as  a 
regular  school  duty,  it  would,  doubtless,  tend  to  produce 
a  degree  of  freedom,  force,  and  naturalness,  in  reading, 
which  could  be  obtained  in  no  other  way ;  and,  if  the 
very  favorable  influence  it  exerts,  in  promoting  distinct- 
ness and  energy,  in  this  and  other  branches,  was  the  only 
benefit  to  be  derived  from  its  practice,  it  would  be  entitled 
to  particular  consideration. 

But  there  are  other  advantages  resulting  from  the 
exercise ;  and  not  the  least  in  importance  is  that  which 
comes  from  the  habit  of  committing  selections  to  memory 
—  a  custom  much  less  common  now  than  formerly,  but 
none  the  less  beneficial. 


240  COMMON    SCHOOL    EDUCATION. 

CORRECT   MANNER   AND    EXPRESSION. 

I  am  confident,  that,  if  most  of  a  half-day,  every  fort 
night,  should  be  devoted,  in  all  our  schools,  to  the  re- 
hearsal of  dialogues  and  "speaking  pieces,"  the  result 
would  prove  gratifying  and  profitable ;  that  is,  if  proper 
instruction  as  to  manner,  tone,  &c.,  is  given  by  the 
teacher.  Great  and  constant  effort  should  be  made,  to 
secure  a  correct  understanding  of  every  piece  to  be 
spoken,  so  that  a  pupil  shall  be  made  to  feel  and  act  in  a 
suitable  and  appropriate  manner.  At  the  very  outset, 
and  ever  after,  let  care  be  taken  to  eradicate  every  faulty 
tone  of  voice,  and  every  manifestation  of  awkwardness 
in  manner,  and  indistinctness  of  utterance. 

Every  individual  who  possesses  the  ability  to  speak,  in 
public,  with  a  good  degree  of  force,  ease,  and  propriety, 
will  be  able  to  exert  an  influence  much  more  potent  than 
he  would  if  not  accustomed  to  express  his  views  and 
opinions  in  the  presence  of  others. 


CHAPTER   XXXI. 

SINGING. 

WITHIN  a  few  years  much  attention  has  been  devoted 
to  vocal  music  in  schools,  so  that,  in  many  places,  it  has 
become  a  regular  exercise.  Yet  the  question  is  often 
asked,  "What  good  results  from  it? "  It  is  well,  in 
respect  to  everything  that  calls  for  an  expenditure  of 
time  or  money,  to  inquire  what  beneficial  results  may  be 
obtained  therefrom,  as  it  would  be  both  extravagant  and 
foolish  to  spend  time  and  money  for  naught,  or  waste 
energies  on  that  "  which  satisfieth  not." 

Believing,  as  I  do,  that  instruction  in  vocal  musio 
may  be  made  both  interesting  and  useful,  I  will  briefly 
name  a  few  particulars,  on  account  of  which  I  consider 
it  a  desirable  exercise  in  schools. 

1.  //  will  prove  useful  as  a  disciplinary  exercise. 

The  principal  object  of  education  should  be  to  disci- 
pline the  mind,  to  train  it  to  habits  of  patient  thought, 
close  attention,  and  scrutinizing  investigation ;  in  fine,  to 
make  it  an  active,  thinking  mind.  It  is  not  so  much  to 
store  it  with  important  knowledge  and  truths,  as  to  fit  it 
properly  to  examine  and  use  whatever  may  come  before 
it.  Therefore,  any  branch  not  in  itself  objectionable, 
that  will  tend  to  fix  the  thoughts,  and  lead  to  correctness 
and  preciseness  of  action,  may  be  pursued  with  advan- 
tage ;  and,  if  I  mistake  not,  instruction  in  vocal  music, 
properly  imparted,  is  admirably  adapted  to  fix  the  atten- 
21 


242  COMMON   SCHOOL   EDUCATION. 


INFLUENCES    OF   SINGING. 


tion  and  impart  wholesome  mental  discipline  in  a  pleasing 
manner. 

2.  The  influence  of  music  upon  the  moral  feelings 
is  highly  salutary. 

If,  as  the  poet  says, 

"  Music  has  charms  to  soothe  the  savage  breast," 

ft  will  certainly  require  no  poetic  imagination  to  show 
that  it  has  a  soothing  and  refining  influence  over  the 
feelings  and  passions  of  heedless  boys  in  Christian 
lands.  No  one,  who  has  witnessed  a  school  when 
engaged  in  singing  some  pleasant  moral  song,  can  have 
failed  to  observe  its  salutary  and  subduing  effects .  No 
angry  look  or  morose  feeling  can  exist  at  such  a  time. 

3.  Singing  will  tend  to  promote   good  order  in 
school,  and  increase  the  happiness  of  the  pupils. 

In  every  school  there  will  be  more  or  less  of  monotony. 
An  occasional  song  will  do  much  to  relieve  the  tedious- 
ness  often  attendant  upon  the  regular  routine  of  school 
duties.  When  a  school  becomes  restless,  listless,  or  dull, 
nothing  will  so  readily  and  effectually  restore  a  good 
feeling,  and  produce  "  sweet  union,"  as  the  devotion  of 
a  few  minutes  to  music.  This  will  dispel  every  unhappy 
feeling,  cheer  every  heart,  and  light,  with  joyful  expres- 
sion, every  countenance.  I  would,  therefore,  consider 
it  extremely  desirable  to  have  attention  given  to  vocal 
music  in  schools,  if  for  no  other  reason,  because  it  would 
increase  the  attractions  of  the  school,  and  add  to  the 
happiness  of  the  pupils. 

4.  Attention  given  to  vocal  music,  in  schools,  will 
tend  to  prevent  the  indulgence  of  those  idle,  foolish 


.  ,    .  .  SINGING.  2415 

THE    YOUNG    DELIGHT   IN    MUSIC. 

and  sinful  song's,  which  are  so  common  and  so  bane- 
ful in  most  communities. 

In  every  city  and  village,  there  are  many,  whose 
highest  enjoyment  appears  to  consist  in  singing,  or  listen- 
ing to,  vulgar  and  immoral  songs.  A  most  deleterious 
influence  proceeds  from  such  practices,  and  by  them,  un- 
questionably, many  a  mind  has  been  hopelessly  debased. 
The  power  of  music  is  great  and  universal.  Music  of 
some  kinds  all  will  have,  and  how  important  is  it  that 
the  young  be  trained  to  sing  cheerful  and  happy  moral 
songs !  Who  has  not  witnessed  the  eagerness  and 
interest  with  which  children  will  follow  the  miserable 
and  vagabond  singers  and  musicians,  that  often  appear 
in  our  streets  ?  Who,  that  has  any  regard  for  what  is 
good  and  lovely,  has  not  been  pained  at  beholding  a 
crowd  of  youthful  and  susceptible  minds  gathered 
around  some  noisy  person  in  the  street,  and  listening, 
with  apparent  delight,  to  his  bawdy  and  pestiferous 
songs,  all  destitute  of  real  music  though  they  be  ? 

"  The  introduction  of  music  into  some  of  our  schools, 
as  a  distinct  branch  of  instruction,  I  consider  highly 
beneficial.  To  say  nothing  of  the  facility  with  which  it 
may  be  taught  to  pupils  of  tender  age,  or  the  advantages 
which  would  follow  from  an  increased  taste  for  this 
acquirement  in  a  community,  it  is  not  to  be  despised  as 
a  means  of  discipline.  Music  itself  is  not  destitute  of 
power  over .  the  moral  feelings  ;  and,  when  associated 
with  suitable  sentiments,  and  sung  by  the  '  many-voiced 
throng  of  a  busy  school,'  I  have  never  known  it  fail  of 
producing  good  results.  It  may  be  pursued  without 
detriment  to  progress  in  other  branches,  as,  when  judi- 
ciously managed,  it  fills  up  those  portions  of  time  wV  ich 


244  COMMON   SCHOOL   EDUC^TIOK. 


THE  iO\GS   OF   A   PEOPLE. 


would  be  otherwise  lost  in  idleness.  It  serves  as  a 
pleasant  recreation,  after  the  closer  duties  of  the  school, 
and,  seasonably  introduced,  often  serves  as  a  '  safety- 
valve]  through  which  a  love  of  vociferation  and  activity, 
that  would  otherwise  find  an  escapement  in  whispering 
and  bustling,  is  allowed  to  pass  off  in  a  more  harmless 
and  more  pleasing  way.  For  these,  and  many  other 
reasons,  I  consider  the  introduction  of  music  into  our 
public  schools  a  decided  improvement.'7  * 

Well  was  he  acquainted  with  human  nature,  and  the 
springs  of  action,  who  said,  "  Let  me  make  the  songs 
of  a  people,  and  I  care  not  who  make  their  laws."  I 
would,  then,  urge  the  introduction  of  vocal  music  into 
our  schools,  that  the  minds  of  the  young  may  be  well 
stored  with  appropriate  songs,  whose  moral  influences 
will  purify  and  elevate  the  feelings ;  and  that  our  youth 
'may  make  melody  in  their  hearts'  to  God,  their 
Creator ;  and  that  they  may  be  preserved  from  the 
debasing  and  soul-destroying  influences  of  those  baser 
songs,  which  possess  no  true  melody,  and  whose  effects 
are  '  evil,  and  only  evil,  and  that  continually.' 

"  The  tranquillizing,  refining  influence  of  vocal  music 
has  too  long  been  known  and  practised,  to  need  recom 
mending.  In  no  place  does  the  cheerful  song  fall  more 
gratefully  upon  the  ear,  than  in  commencing  or  closing 
the  duties  of  the  iay,  or  occasionally  breaking  out  in  the 
midst  of  the  busy  scenes  of  the  school-room." 

•  D.  P.  Page 


CHAPTER    XXXII. 

MISCELLANEOUS. 

IN  every  school  some  portion  of  time  should  be 
devoted  to  exercises  in  relation  to  topics  not  definitely 
presented  in  the  text-books.  To  explain  my  meaning, 
I  will  suggest  a  few  lessons  of  this  description.  In 
most  schools,  pupils  are  able  to  answer  the  common 
questions  in  relation  to  the  common  abbreviations,  and 
yet  but  few,  comparatively,  can  properly  apply  these. 
In  order  that  their  true  use  may  be  understood,  it  will 
be  well  to  give  exercises  like  the  following : 

"  Write  sentences,  and  make  a  right  use  of  insf.,  ult., 
Gov.,  Esq.,  A.  M.,  Hon."  On  the  first  trial,  it  will, 
very  probably,  be  found  that  there  is,  in  many  instances, 
an  utter  ignorance  of  the  proper  use  of  these  abbreviated 
characters.  Perhaps  sentences  like  the  following  may 
be  written : 

"  Come  to  me  this  inst. 

It  was  the  ult.  month. 

He  was  Gov.  of  the  state. 

The  man  was  Esq.,  &c." 

Such  exercises  will  show  to  the  teacher  the  deficien- 
cies, and  will  afford  him  an  opportunity  to  explain  the 
correct  use  and  application  of  these  characters. 

Another   general   exercise   may  be  in   relation  to  a 
"  Review  of  the  market,"  as  it  may  be  found  in  the 
newspapers.     For  example,  the  following  occurs : 
21* 


246  COMMON    SCHOOL    EDUCATION. 


REVIEW    OF    MARKET. 


REVIEW    OF   THE    BOSTON    MARKET, 
For  the  week  ending  April  16,  1853. 

ASHES. —  No  change  in  previous  quotations  ;  demand 
and  receipts  continue  limited. 

CANDLES. —  For  Sperm  the  market  exhibits  a  feeble 
demand,  and  prices  are  a  shade  lower ;  sales  Nantucket 
made,  39c. ;  New  Bedford,  39 1  <a>  40c.  per  lb.,  6  mos. 

Questions  like  the  following  may  be  asked,  in  relation 
to  the  above : 

What  is  meant  by  "Review  of  Boston  market"? 
Of  what  are  ashes  made  ?  For  what  purposes  are  they 
useful?  Which  most  valuable,  coal  or  wood  ashes? 
What  is  meant  by  "previous  quotations"?  What  is 
meant  by  "  demand  and  receipts  continue  limited  "  ? 

Of  what  are  candles  made  ? .  What  is  meant  by 
"sperm"?  Where  is  Nantucket?  New  Bedford? 
What  is  meant  by  a  "shade  lower"?  What  by  "  6 
raos. "  ? 

The  above  will  suggest  the  extent  to  which  this  may 
be  carried,  with  interest  and  profit. 

A  similar  method  may  be  pursued  with  the  following  : 

MARINE   JOURNAL. 
PORT   OF   BOSTON. 

Wednesday,  April  13. 

Arrived  —  Ship  Wm.  A.  Cooper,  Lincoln,  Cadiz, 
March  6.  March  30,  lat.  40°  58',  Ion.  49°  30',  passed 
brig  Avon,  Webb,  from  Boston  for  Malaga ;  2d  inst, 
lat.  43°  63',  Ion.  53°  30',  spoke  ship  James  Wright.  30 
days  from  Liverpool  for  New  York. 


MISCELLANEOUS.  24'.' 


MARINE  JOURNAL. IMPORTS. 


In  relation  to  this  single  item,  the  following  questions 
may  be  raised : 

What  is  meant  by  "Marine  Journal"'?  In  what 
places,  usually,  are  marine  journals  kept  and  pub- 
lished ?  What  is  a  ship  ?  What  names  are  applied  to 
different  kinds  of  vessels,  and  give  some  account  of  each. 
Where  is  Cadiz  ?  What  is  meant  by  Latitude  ?  Lon- 
gitude? Nearest  what  land  was  brig  Avon  passed? 
Where  is  Malaga  ?  Liverpool  ?  Why  should  the  meet- 
ing of  vessels  be  reported,  more  than  meeting  of  cars  or 


carriages 


1 


A  list  of  imports  and  exports  will  furnish  items  for 
many  lessons,  e.  g. : 

IMPORTS. 

From  Arabia.  —  Aloes,  coffee,  frankincense,  gum 
arabic,  myrrh. 

Suggestive  Questions.  —  Where  is  Arabia?  What 
is  its  capital,  government,  &c.  ?  How  would  you  go  from 
New  York  to  Arabia?  For  what  are  aloes  useful? 
What  can  you  tell  about  aloes  ?  For  what  is  coffee  used  ? 
Is  it  a  mineral  or  vegetable  production  ?  &c.  &c. 

It  will  readily  be  seen,  by  the  above,  that  any  commer- 
cial newspaper  will  furnish  an  abundance  of  material  for 
miscellaneous  exercises  in  the  school-room ;  and  the 
practical  value  of  instruction  on  these  points  must  be 
apparent  to  all.  It  will  be  found  that  pupils  will  be 
much  interested  in  receiving  information  in  relation  to 
such  items  as  have  been  given  in  this  chapter. 


248  COMMON   SCHOOL   EDUCATION. 


THE  FARMER. THE  CARPENTER. 


The  active  and  devoted  teacher  will  ever  aim  to  intro- 
duce valuable  miscellaneous  exercises,  which  will,  at  once, 
tend  to  instruct,  interest,  and  arouse  the  minds  of  hia 
pupils.  There  will  be  no  necessity  for  great  labor  in 
searching  for  material  for  such  lessons.  The  topics, 
already  alluded  to,  may  be,  almost  indefinitely,  extended. 
The  following  may  serve  as  additional  suggestions,  on  the 
point  under  consideration  : 

THE  FARMER.  —  How  is  the  farmer  employed  ? 
Name  some  of  the  kinds  of  work  which  he  performs,  and 
tell,  as  nearly  as  you  can,  how  each  is  performed. 
What  are  some  of  the  tools  or  implements  used  by  a 
farmer  ?  For  what  is  the  plough  used  ?  The  harrow  ? 
The  spade?  The  rake?  The  scythe?  The  roller?  &c, 

THE  CARPENTER. — What  is  a  carpenter?  Wbat 
tools  does  he  use  ?  For  what  is  the  saw  used  ?  The 
adze  ?  The  auger  ?  The  square  ?  The  compass  ?  The 
level  ?  The  chisel  ?  &c. 

The  various  trees  and  plants  of  any  section  may  affotvt 
useful  lessons  for  awakening  thought  and  inquiry.  For 
illustration ;  suppose  an  instructor  should  ?ay,  "  Schol- 
ars, I  wish  each  of  you  to  come  prepared,  to-morrow,  to 
write  upon  your  slates  the  names  of  the  different  trees  to 
be  found  in  this  town,  and  to  give  some  account  of  each, 
and  tell  its  uses.  Also,  be  able  to  tell  what  is  meant  by 
ornamental,  forest,  shade,  fruit  trees,"  &c.  &c. 

A  similar  course  may  be  pursued  in  reference  to 
plants,  shrubbery,  vegetables,  &c.  Various  manufac- 
tured articles  will,  also,  furnish  material  for  a  great  num- 
ber and  variety  of  useful  exercises,  and  may  be  made 
instrumental  in  awakening  a  true  spirit  of  inquiry  and 
investigation  on  the  part  of  pupils.  The  true  importance 


MISCELLANEOUS. 


249 


RECORDS    AND    FORMULAS. 


of  miscellaneous  exercises  in  schools  lias  not  yet  been 
properly  considered.  If  they  should  furnish  no  useful 
information  on  the  topics  proposed,  they  would  still  pos- 
sess great  value,  by  inducing  pupila  to  think  and  exam- 
ine ;  and,  with  the  additional  advantage  of  imparting 
useful,  practical  information,  their  worth  is  greatly  en- 
hanced. 

EECORD   OF  DEPORTMENT   AND   RECITATIONS. 

The  favorable  influences  resulting  from  the  keeping  of 
a  daily  account,  or  record  of  deportment  and  lessons,  ren- 
der such  a  record  desirable.  It  will  readily  be  seen,  that, 
if  the  teacher  keeps  a  book,  in  which  he  makes,  daily,  an 
entry,  against  the  name  of  each  scholar,  of  the  character 
of  his  recitations  and  conduct,  the  effect  will  be  salutary, 
especially  if  it  is  understood  that  this  record  is  always 
open  to  the  inspection  of  the  committee  and  visitors. 
Perhaps  no  precise  model  can  be  given  which  will  answer 
for  all  schools ;  but  something  like  the  following  may  be 
of  suggestive  value : 


RECORD   OF   DEPORTMEST. 


Names. 

Mo. 

lu. 

W. 

Th. 

Fr. 

Sat. 

Mo. 

Tu. 

W. 

Th. 

Fr. 

Sat. 

Anna  Weston, 

3 

3 

2 

3 

3 

2 

1 

3 

2 

3 

3 

3 

Hannah  F.  Osborne, 

3 

3 

3 

3 

3 

3 

2 

3 

3 

3 

3 

3 

D.  P.  Northend, 

3 

3 

3 

3 

3 

3 

3 

3 

1 

3 

3 

3 

Arthur  Poole, 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

George  H.  Clark, 

3 

2 

3 

3 

3 

1 

3 

3 

3 

3 

3 

3 

Maria  Putnam, 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

Mary  Wheeler, 

3 

3 

3 

3 

3 

3 

3 

3 

3 

1 

3 

3 

Benj.  E.  Hovt. 

3 

3 

3 

2 

0 

3 

3 

3 

8 

2 

1 

a 

Elizabeth  Wells, 

3 

1 

2 

3 

1 

3 

3 

3 

3 

2 

3 

3 

In  the  above,  3  indicates  correct  deportment,  and  2, 
1,  and  0,  different  degrees  of  deviations  from  the  same 
It  may  be  considered  preferable  to  take  a  higher  number 


250 


COMMON   SCHOOL   EDUCATION. 


FORM    OF   KEPORT. 


as  indicative  of  excellence.  If  5  should  be  used,  as  the 
maximum,  it  would  allow  more  degrees  of  deviation. 

A  similar  record  may  be  kept  of  recitations,  absences, 
and  tardinesses.  Of  course,  each  teacher  must  adapt 
such  a  record  to  his  OAvn  wants,  and  to  the  peculiar  cir- 
cumstances of  his  school.  If  such  records  are  properly 
kept  and  preserved,  they  will  not  only  be  subjects  of 
special  present  interest,  but  will,  hereafter,  be  examined 
with  much  interest. 

It  will  also  be  found  useful,  if  a  monthly  report  is  sent 
to  parents.  This  will  require  some  time  and  care,  on  the 
part  of  the  teacher  ;  but  will  prove  of  sufficient  utility 
to  compensate  for  the  same.  The  following  is  a  very 
convenient  form : 


REPORT   TO    PARENTS. 


EPE3  SCHOOL,  SALEM. 

Whole  number  of  scholars,  75.    Number  not  absent  once  during  the  term,  28.     Num- 
ber not  tardy  once,  60. 

Monthly  Report  of  CHAS.  A.  NOHTHEHD. 


JJ1 

j"    ** 

j.  i- 

,      • 

1853. 

-is5 

l|  = 

\i.\ 

sl- 

DEPORTMENT. 

RECITATIONS. 

*i<S 

i      ;= 

*     -5 

0 

Jan. 

40 

39 

1 

0 

Very  good. 

Satisfactory. 

Feb. 

38 

38 

0 

0 

Excellent. 

Uniformly  good. 

Mar. 

37 

37 

0 

0 

Correct. 

Seldom  fails. 

(Jj-  Every  pupil  who  is  not  present  at  the  precise  time  of  opening  the  school  fj 
marked  late.  As  much  of  the  regular  school  time  is  taken  up  in  illustration,  explan- 
ation, and  blackboard  exercises,  lessons  are  assigned  for  study  at  home;  an.1, 
parents  are  earnestly  desired  to  see  that  they  are  seasonably  and  faithfully  attended 
to.  Among  the  prominent  regulations  of  the  school  which  the  pupils  are  required  to 
observe,  are,  punctuality,  promptness,  industry,  neatness,  good  humor,  respect  foi 
the  rights  ami  feelings  of  others,  purity  of  language,  and  a  strict  regard  to  truth. 
Parents  and  others  interested  in  the  cause  of  education  are  always  welcome  visitor*. 

Committee.  Teacl;er. 


PART   II. 
THE   PARENT. 


CHAPTER    1. 

INTRODUCTORY     REMARKS. 

As  we  look  abroad,  and  behold  the  multitude  of  chil- 
dren, who,  buoyant  with  life  and  spirit,  throng  the  busy 
streets  of  the  cities  and  villages  throughout  our  country, 
and,  while  witnessing  their  present  condition, —  so  joyous 
and  free  from  care, —  reflect,  that,  when  a  few  brief  years 
shall  have  passed  away,  they  will  be  important  and  busy 
actors  on  the  stage  of  life,  each  contributing,  in  a  greater 
or  less  degree,  to  aid  in  improving,  extending,  and  per- 
petuating the  civil,  religious,  and  literary  privileges 
which  we  now  enjoy, —  or  sending  forth,  through  the 
length  and  breadth  of  our  land,  those  pernicious  influ- 
ences which  proceed  from  ignorance,  insubordination, 
and  idleness, —  it  becomes  a  question  of  momentous  in- 
terest to  every  good  citizen,  and  particularly  to  every 
parent,  to  ascertain  how  the  latter  shall  be  avoided,  and 
the  former  secured ;  or,  in  other  words,  how  these  chil- 
dren of  the  present  shall  be  trained  and  influenced,  that 
they  will  become  the  men  of  the  future,  whose  example 
and  powers  shall  be  made  an  honor  and  blessing  to  the 
world.  In  pondering  the  subject,  we  become  convinced 
(hat  education,  in  its  broadest  sense,  thoroughly  and 


252  COMMON    SCHOOL    EDUCATION. 


WHAT    EDUCATION    IS. 


generally  furnished,  must  do  the  work,  or  it  will  not  be 
done. 

Education,  as  a  whole,  is  as  a  mighty  and  powerful 
stream,  rushing  on  to  that  shoreless  and  fathomless  ocean 
—  Eternity.  The  family,  the  infant  and  primary  school, 
the  common  school,  the  academy,  the  college  and  higher 
seminary,  the  social  circle,  the  pulpit,  the  public  meet- 
ing, and  the  press,  are,  each  and  all,  but  tributary 
streams,  whose  waters  will  all  unite,  arid  exert  an  influ- 
ence, salutary  or  otherwise,  upon  the  main  channel. 
Each  of  these  tributaries,  like  the  little  rill  on  its  way  tc 
mingle  with  the  rushing  torrent,  may  be  easily  managed, 
and  readily  guided,  if  seasonably  and  properly  attended 
to ;  but,  when  their  neglected  or  perverted  powers  have 
contributed  to  augment  the  main  body,  it  will  require 
the  combined  and  long -continued  efforts  of  the  best  and 
most  efficient  to  prevent  the  general,  if  not  the  universal, 
contamination  of  the  stream  they  have  helped  to  form. 

"  Education  does  not  commence  with  the  alphabet. 
It  begins  with  a  mother's  look ;  with  a  father's  nod  of 
approbation  or  his  sigh  of  reproof;  with  a  sister's  gentle 
pressure  of  the  hand,  or  a  brother's  noble  act  of  forbear- 
ance; with  handfuls  of  flowers  in  green  and  daisy 
meadows;  with  birds'  nests  admired,  but  not  touched; 
with  creeping  ants,  and  almost  imperceptible  emmets; 
with  humming  bees  and  glass  bee-hives ;  with  pleasant 
walks  in  shady  lanes ;  and  with  thoughts  directed,  in 
sweet  and  kindly  words  and  tones,  to  nature,  to  beauty, 
to  aots  of  benevolence,  to  deeds  of  virtue,  and  to  the 
source  of  all  good  —  to  God  himself." 

Of  all  the  tributary  sources  to  which  allusion  has  been 
wade,  our  system  of  public  instruction  justly  ranks  among 


INTRODUCTORY    REMARKS. 


PARENTS   AND   TEACHERS    ARE    CO-WORKERS. 


the  most  important  and  efficient.  Our  common  schools, — 
scattered,  as  they  are,  or  will  be,  all  over  the  surface  of 
our  happy  country,  accessible  alike  to  the  high  and  the 
low,  the  rich  and  the  poor, —  are  destined,  if  properly 
appreciated  and  fostered,  to  produce  influences  which 
will  prove  healthful  and  vivifying  to  a  great  nation,  in 
all  coming  time. 

Having  considered  the  office  of  the  teacher,  and  spoken 
of  his  duties,  obligations,  and  responsibilities,  I  shall 
now  proceed  to  designate  some  of  the  duties  of  parents  in 
relation  to  our  common  schools.  I  may,  however,  in 
passing,  say,  that,  as  the  teacher  stands  in  the  place  of 
parents,  all  that  has  been  said,  in  relation  to  the  peculiar 
qualifications  of  the  former,  may  be  profitably  perused 
and  considered  by  the  latter.  The  movements  and  oper- 
ations of  the  two  are  so  intimately  connected,  and,  if 
I  may  use  the  expression,  so  run  into  each  other,  that 
a"proper  understanding  of  appropriate  duties  and  rela- 
tions seems  indispensable  to  the  complete  success  of 
either  party.  The  full,  cheerful,  and  prompt  colpera- 
tion  of  parents  is  as  essential  to  the  prosperity  of  a  school, 
as  are  the  dew,  the  rain,  and  the  sunshine,  to  the  growth 
of  the  vegetable  kingdom.  A  school-house  may  be  con- 
structed in  the  best  and  most  approved  style ;  a  compe- 
tent instructor  may  be  furnished,  whose  efforts  for  the 
good  of  the  school  may  be  vigorous,  wellrtimed,  and 
unceasing ;  children  may  be  well  supplied  with  books, 
and  sent  to  school  with  constancy, —  and  yet,  much  will 
be  wanting,  to  give  success  and  vitality,  if  a  feeling  of 
cold  indifference  exists  on  the  part  of  parents  and  guard- 
ians. It  is,  comparatively,  an  easy  matter  to  cause 
pupils  to  assemble,  withjn  the  walls  of  a .  school-room ; 
22 


254  COMMON    SCHOOL   EDUCATION. 

THE   VASTNES8   OF   AMERICAN   EDUCATION. 

but,  to  excite  and  keep  alive  an  active,  healthful,  and 
uniform  interest  in  the  exercises  of  the  school,  and  inspire 
children  with  a  true  spirit  for  acquiring  knowledge,  call 
for  the  combined  wisdom,  and  hearty  cooperation,  of 
parents  and  teachers. 

Some  one  has  beautifully  and  truthfully  said,  "  Child- 
hood is  like  a  mirror,  catching  and  reflecting  images 
from  all  around  it.  An  impious,  profane,  or  improper 
thought,  uttered  by  a  parent  or  teacher's  lip.  may  operate 
upon  a  young  heart  like  a  careless  spray  of  water  thrown 
upon  polished  steel,  staining  it  with  rust,  which  no  after 
scouring  can  efface."  In  view  of  this,  how  great  is  the 
work  intrusted  to  parents  and  teachers,  and  how  import- 
ant that  they  labor  together  wisely  and  harmoniously ! 
"What  happiness  can  men  desire  so  great,  as  to  have 
their  children  grow  up  in  intelligence  and  affection,  fill- 
ing their  homes  and  the  community  with  gladness,  making 
the  fireside  a  circle  of  unfading  smiles,  a  refreshment  foV 
exhaustion,  a  refuge  in  reverses,  a  bright  revelation  of  a 
better  world?  " 

And  in  what  nobler  cause  can  parents  and  teachers 
engage,  than  in  that  of  the  diffusion  of  the  principles  of 
learning  and  morality?  "  American  education  !  How 
inspiring  the  mention  of  its  name  !  how  vast  the  dimen- 
sions of  its  cause, —  its  breadth,  and  length,  and  height, 
and  depth  ! .  Its  breadth  of  domain  !  —  From  the  forest- 
depths  of  New  England,  how  has  it  extended  the  bound- 
aries of  its  early  home  !  The  breadth  of  its  influence  !  — 
Too  expansive  to  be  hemmed  in  by  ocean  barriers,  it  has 
chartered  wind  and  wave  to  bear  it  throughout  the  world, 
—  making  its  way  to  Africa,  overleaping  the  wall  of 
China,  and  causing  its  presence  to  be  felt  wherever  our 


INTRODUCTORY    REMARKS.  255 

c.  H.  WHEELER'S  VIEWS. 

i . , — — 

language  is  read  or  spoken,  wherever  our  people  go. 
Like  the  ocean,  which  makes  its  inroads  upon  every 
land,  penetrating  continents,  surrounding  islands,  indent- 
ing coasts,  sending  the  pulsations  of  its  mighty  wave  into 
channel,  gulf,  and  bay,  and  meeting  and  rolling  back  the 
rivers  in  their  flow, —  such  is  its  breadth !  It  stretches 
away  into  the  past,  and  lingers  among  its  decayed  monu- 
ments, and  gathers  up  the  treasures  of  its  wisdom.  It 
penetrates  the  future,  and  sheds  a  cheerful  radiance 
across  its  borders.  Its  height  is  measured  by  the  eleva- 
tion to  which  it  has  exalted  states,  by  the  heights  to 
which  it  has  borne  the  individual  mind.  But  the  sum- 
mit of  its  influence  is  lost  in  that  pure  region  which  is 
beyond  the  view  of  men.  It  descends  to  the  lowest  con- 
ditions of  our  race.  It  goes  down  into  the  dim  regions 
of  vacancy,  and  sheds  a  gleam  of  intelligence  upon  the 
brow  of  hopeless  idiocy  itself.  Multitudes  of  volcanic 
fires  have  gleamed  above  the  surface  of  the  sea, —  but  its 
mighty  depths  have  swallowed  up  the  fiery  masses,  or, 
quenching  their  flames,  have  converted  them  into  fertile 
islands,  the  abodes  of  living  men.  So  shall  our  educa- 
tion, guided  thus,  swallow  up  the  irruptions  of  ignorance, 
and  superstition,  and  tyranny,  or  convert  the  theatre  of 
their  ravages  into  dwellings  of  loveliness.  Such  is  its 
depth  !  Such  are  the  elements,  and  such  the  dimensions, 
of  the  work  for  parents  and  teachers  to  perform, —  and 
may  they  never  weary  of  surveying  its  foundations, 
marking  well  its  bulwarks,  telling  the  towers  thereof, 
and  urging  it  forward  to  the  utmost  completion  of  its 
design ! "  * 

*C.  H.  Wheeler 


256  COMMON.  SCHOOL    EDUCATION. 


EVERY    CITIZEN    SHOULD    BE   ACTIVE. 


In  view  of  the  vastness  of  our  subject,  how  important 
is  it  that  every  good  citizen  should  be  properly  awakened 
to  the  great  interests  of  popular  education !  How  im- 
portant that  every  parent  should  rightly  understand  his 
duties,  that  he  may  wisely  and  seasonably  perform  them  ! 
With  the  hope  that  I  may  be  humbly  instrumental  of 
arousing  some  to  a  more  clear  view  of  the  subject,  I 
shall  proceed  to  speak  of  some  of  the  general  and  specific 
duties  of  parents  in  relation  to  schools, —  duties  which, 
rightly  discharged,  will  exalt  our  schools,  and  make  them 
the  true  nurseries  of  republican  virtues,  and  sources  of 
republican  blessings. 


CHAPTER   II. 

THE    SCHOOL-HOUSE. 

So  much  has  been  said  and  done,  in  reference  to  this 
subject,  that  it  might  seem  almost  superfluous  to  add 
more,  were  it  not  true  that  buildings,  appropriated  to 
the  use  of  schools,  may  be  found  in  nearly  every  town  of 
our  state,  whose  location,  external  structure,  and  internal 
arrangements  and  finish,  are  all  calculated  to  "throw 
around  the  pupil's  path  associations  the  most  gloomy  and 
repulsive.  It  might  still  seem  superfluous,  were  it  not 
true  that  there  are  those,  in  nearly  every  community,  who 
contend  that  the  old  buildings  which  served  for  them  and 
their  fathers  are  good  enough  for  children  of  the  present 
day,  and,  consequently,  oppose  all  change  and  improve- 
ment. With  all  suitable  allowance  for  that  powerful  and 
wisely-formed  feeling  of  our  natures  which  leads  us  to  a 
strong  attachment  to  objects  and  localities  long  familiar 
to  us,  and  submits  to  any  change  with  so  much  reluct- 
ance, we  cannot  help  thinking  that  such  would  modify 
their  views,  if  they  would  bestow  a  little  candid  reflection 
upon  the  subject.  Certain  it  is,  that  in  other  matters 
they  act  more  wisely  and  considerately.  In  the  erection 
of  dwelling-houses  and  churches,  in  the  building  of  store- 
houses and  barns,  in  the  form  and  making  of  various 
implements  for  the  farm  and  the  workshop,  in  the  man- 
ufactures, in  the  arts,  and  in  the  modes  of  locomotion, 

there  have  been  most  important  changes  and  improve- 

oo* 


258  COMMON    SCHOOL    EDUCATION. 

SCHOOL-HOUSES    SHOULD    BE    PLEASANT. 

ments  ;  and  why  may  there  not  be,  and  why  should  there 
not  be,  in  relation  to  school-houses  ?  While  it  becomes 
communities,  no  less  than  individuals,  to  study  and  prac- 
tise economy  in  relation  to  their  affairs,  a  spirit  of  false 
economy,  or  of  parsimony,  should  never  lead  them  to  cling 
to  positive  evils  or  defects.  It  is,  unquestionably,  true, 
that  many  a  youthful  mind  has  imbibed  an  unconquera- 
ble dislike,  arid  even  dread,  of  school  and  everything 
pertaining  thereto,  from  the  unpleasantness,  inconve- 
nience, and  dreariness,  which  combined  to  form  its  first 
impressions.  If  this  is  so  (and  who  can  doubt  it?),  how 
desirable  is  it  that  the  spot  on  which  a  school-house  is 
placed  be  a  pleasant  and  attractive  one  !  How  desirable 
that  the  building  in  which  the  young  spend  their  time  be 
comely  in  its  appearance,  neat  in  its  finish,  commodious 
and  pleasant  in  all  its  arrangements !  How  desirable 
that  everything  in  and  about  it  be  fitted  to  make  the 
young  happy  and  comfortable !  Above  all,  and  beyond 
all,  how  desirable  that  the  best  and  most  ample  provisions 
be  made  for  supplying  the  occupants  with  an  abundance 
of  pure  and  fresh  air ! 

But  how  has  it  been  with  school-houses  of  former  days, 
and  how  is  it  with  many  of  the  present  time  ?  An  ex- 
amination would  lead  one  to  suppose  that  they  were  con- 
structed without  the  slightest  reference  to  the  comfort, 
convenience,  or  health  of  pupils,  but,  mainly,  with  the 
design  of  packing  the  largest  number  within  the  smallest 
space.  But  the  most  serious  defect,  in  the  construction 
of  scnool-houses,  has  been,  a  neglect  of  ventilation.  On 
this  point,  it  is  impossible  to  speak  too  strongly  or  too 
freely.  Our  school-houses  are,  often,  crowded  with  chil- 
dren whose  healthful  and  energetic  existence  depends  much 


THE    SCHOOL-HOUSE.  259 


IMPORTANCE   OF    VENTILATION. 


upon  the  state  of  the  atmosphere  they  breathe,  with  no 
means  provided  for  removing  the  impure  air,  and  supplying 
its  place  with  fresh  and  pure,  save  such  apertures  as  the 
hand  of  time,  or  the  knife  of  some  mischievous  school-boy, 
has  made.  How  many  teachers,  and  how  many  pupils, 
have  suffered,  and  languished,  and  even  died,  from  being 
compelled  to  spend  so  much  time  in  an  impure  and  dead- 
ened atmosphere  !  It  is,  undoubtedly,  true,  that  disease 
has  frequently  been  contracted,  and  the  constitution  irre- 
parably injured,  from  this  source.  To  this,  too,  may  be 
attributed  most  of  the  cases  of  headache,  and  those  feel- 
ings of  lassitude  and  prostration,  which  often  characterize 
a  school ;  and,  also,  those  indescribable,  and  otherwise 
unaccountable,  cases  of  restlessness,  and  those  feelings  of 
petulance  and  sensitiveness,  which  are  so  contagious  in 
their  nature,  and  so  disastrous  in  their  effects.  In  the 
language  of  Horace  Mann  :  "To  put  children  on  a  short 
allowance  of  fresh  air  is  as  foolish  as  it  would  have  been 
for  Noah,  during  the  deluge,  to  have  put  his  family  on  a 
short  allowance  of  water.  Since  God  has  poured  out  an 
atmosphere  fifty  miles  deep,  it  is  enough  to  make  a  miser 
weep  to  see  our  children  stinted  in  breath, —  and  yet,  we 
may  add,  occasion  for  such  weeping  may  be  found  within 
the  limits  of  nearly  every  town  within  our  common- 
wealth." Let  the  school-house  and  school-grounds  be 
made  comfortable,  pleasant,  and  attractive,  and  "going 
to  school  "  will  be  considered  a  delightful  privilege^ 
instead  of  a  disagreeable  and  irksome  task,  as  is  now  too 
often  the  case. 

I  have,  thus  far,  spoken  of  the  duty  of  parents  in  rela- 
tion to  the  school-house ;  and  will  now  add  a  few  sugges- 
tions toxiching  the  teacher's  duty.  As  a  citizen,  he  will 


260  COMMON    SCHOOL    EDUCATION. 

THE   SCHOOL-HOUSE   SHOULD   BE   KEPT   FROM   ABUSE. 

share  duties  in  common  with  others ;  but,  as  a  teacher,  it 
becomes  him  rightly  to  understand  the  whole  subject, 
and  to  do  what  he  can  to  disseminate  right  views  and 
feelings.  Though  he  may  have  no  specific  responsibility, 
in  reference  to  the  erection  of  a  school-house,  he  certainly 
has  important  duties,  in  relation  to  it,  when  constructed. 
It  is  clearly  his  duty  to  see  that  it  is  kept  in  a  good  con- 
dition in  all  particulars,  and  that  it  be  carefully  preserved 
from  every  species  of  defacement.  He  should  do  what  he 
can  to  promote  a  correct  feeling  on  the  part  of  his  pupils. 
He  should  make  them  feel  that  the  school-house  and  all 
its  appurtenances  have  been  provided  for  their  use,  but 
not  for  their  abuse.  He  should  cause  them  to  feel  deeply 
their  accountability  and  obligations  to  their  parents  for 
furnishing  them  such  accommodations ;  and,  at  the  same 
time,  incite  in  them  the  feeling  that  they  can  in  no  way 
so  well  manifest  their  appreciation  of  what  has  been  done 
for  them,  as  in  preserving  the  property,  temporarily 
intrusted  to  them,  free  from  every  injury. 

It  is  quite  common,  in  some  places,  to  allow  pupils  to 
run  and  play  about  the  school-room  during  the  hours  of 
intermission,  and  at  recess.  The  practice  is  a  bad  one, 
and  should  be  discountenanced  entirely.  The  school- 
room should  be  regarded  as  sacred  for  the  objects  of 
learning,  and  should  never  be  desecrated  by  the  rude  and 
boisterous  merriment  of  the  young.  Let  pupils  be  early 
and  constantly  impressed  with  the  idea  that  the  school- 
room is  a  place  for  study,  and  not  for  play ;  and  let  them, 
if  possible,  be  made  to  feel,  -that,  when  they  pass  its 
threshold,  they  must  banish  from  their  thoughts  all  scenes 
of  sport  and  merriment,  and,  for  the  time,  devote  their 
thoughts,  and  all  their  energies,  to  the  peculiar  and  appro- 


THE    SCHOOL-HOUSE.  261 


THE   SCHOOL-ROOM   A    PLACE   FOB   STUDY. 


priate  duties  of  the  place, —  the  acquisition  of  knowl- 
edge. On  this  point,  teachers  cannot  be  too  exact ;  and 
parents  should  cherfully  sustain  them  in  their  efforts. 
There  is  no  half-way  ground.  If  pupils  are  ever  allowed 
to  play  in  the  school-room,  it  will  be  very  difficult  to 
limit  them;  and  if  liberty  is  given  them  it  will  only 
make  it  the  more  difficult  to  govern  them  during  the 
hours  all  >Ued  to  study. 


CHAPTER    III. 

CHILDREN    SHOULD     NOT     BE     SEN1    TO     SCHOOL 
TOO     YOUNG. 

CHILDREN  are  often  sent  to  school,  and,  as  it  were,  forced 
in  their  learning  too  soon.  On  this  point,  the  author  is 
aware  that  many  will  differ  from  him.  Nevertheless,  he 
does  not  hesitate  to  express  the  opinion,  which  he  has 
long  and  honestly  held,  that  most  children  are  sent  to 
school,  to  learn  from  books,  at  too  early  an  age.  In  this, 
he  would  not  be  understood  that  the  young  can  too  soon 
commence  the  acquisition  of  knowledge ;  but  merely,  that 
they  should  not  be  sent  to  school,  as  pupils,  at  a  very  ten- 
der age.  A  child  who  has  but  just  commenced  lisping 
the  simplest  and  most  common  words  has  enough  to  learn, 
and  enough  to  exercise  its  susceptible  and  opening  mind, 
without  being  urged  with  dull,  and,  to  him,  unmeaning 
sounds,  to  repeat  his  A,  B,  C,  or  to  pronounce  his 
a-b,  ab.  He  has  but  just'  commenced  his  existence,  in  a 
world  full  of  novelty  to  him ;  and,  which  way  soever  he 
may  turn  his  eye,  he  will  find  enough  to  exercise  his 
young  mind  and  awaken  thought,  and  the  words  and 
names  which  he  hourly  hears  will  prove  quite  sufficient 
for  his  memory  to  retain.  And  if  within  the  doors  of 
the  parental  roof  he  hears  and  sees  enough  to  excite  his 
curiosity,  and  exercise  his  thinking  powers,  how  much 
more  which  is  to  him  new,  interesting,  and  wonderful, 
will  he  behold  when  he  wanders  "out  cf  doors"  !  As 


SCHOOL-GOING    AGE.  263 


WHAT   A    CHILD   MAY    LEARN. 


he  gazes,  with  childish  delight,  upon  the  rattling  carriages 
of  the  streets,  think  you  that  the  momentary  glance 
leaves  no  impression  on  his  mind,  or  excites  no  thoughts 
or  ideas  before  dormant?  As  he  walks  into  the  fields 
and  gardens,  and,  with  infam  rapture,  beholds  the  pretty 
flowers,  the  springing  grass,  the  waving  grain,  and  stately 
trees,  think  you  that  his  little  mind  is  inactive  or  unaf- 
fected ?  As  he  looks,  with  simple  and  natural  wonder, 
upon  the  water,  and,  perhaps,  sees  some  noble  ship 
moving  majestically  along  over  ocean's  rolling  billows, 
has  not  his  young  mind  enough  whereon  to  feed  and 
grow  1  As  he  beholds,  with  pure  amazement,  and,  per- 
haps, terrific  astonishment,  a  whizzing,  puffing,  flying 
train  of  cars  upon  some  railroad,  think  you  that  his  mind 
can  suffer  from  want  of  food]  And,  when  he  raises  his 
eyes  to  "  heaven's  blue  vault,"  and  views  the  golden  orb 
of  day,  and  the  moon  and  countless  stars,  those  "lesser 
lights  "  that  rule  the  night,  have  we  not  reason  to  appre- 
hend danger  from  excess,  rather  than  from  deficiency,  of 
action  1 

Who,  that  has  taken  some  prattling  child  upon  his 
knee,  and  undertaken  to  answer  his  earnest  and  almost 
numberless  interrogatories,  has  not  been,  as  it  were, 
struck  dumb  by  the  artless  and  sincere  manner  in  which 
his  little  questioner  will  finally  ask,  t:  Where  is  God,  and 
who  made  Him?  "  And  can  a  child,  who  is  thus  inter- 
ested in  all  these  matters,  and  is,  at  last,  left  to  think, 
to  conjecture,  to  wonder  who,  what,  and  where  the  great 
First  Cause  is,  receive  any  better  exercise  for  his  expand- 
ing mind  ?  Ought  he,  until  his  wonder,  and  amazement, 
and  delight,  and  curiosity,  have,  in  a  measure,  subsided, 
or  become  gratified,  be  required  to  go  over  the  dull  and 


264  COMMON    SCHOOL    EDUCATION. 


HOW   TO   TEACH    THE  ALPHABET. 


unmeaning  repetition  of  letters  and  words?  Certainly 
not.  Let  him  be  aided  to  understand  all  that  he  sees 
\vith  inquiring  interest, —  let  him  be  assisted  to  compre- 
hend, in  some  degree,  the  meaning  and  use  of  the  lan- 
guage he  daily  hears, —  let  an  attempt  be  made  to  solve 
all  his  queries  and  wonders ;  and  when  he  has,  in  some 
measure,  become  able  to  understand  these  affairs  of 
every-day  occurrence,  he  may  be  prepared  to  acquire 
knowledge  from  letters  and  books. 

But  at  what  age  ought  children  to  commence  their 
school  course?  Probably  never  before  the  age  of  five 
years. —  seldom  before  six.  It  is  true,  that,  at  an  earlier 
age,  they  may,  by  the  aid  of  their  parents,  learn  all  the 
letters  of  the  alphabet,  as  a  mere  pastime.  Parents 
may,  for  instance,  take  a  slate,  and  make  the  letter  A, 
and  then  assist  the  little  ones  in  copying  it,  and  learning 
its  name,  &c.  Thus  the  entire  alphabet  may  be  taught, 
as  a  pleasant  exercise.  The  alphabet  should  always  be 
taught  in  this  manner,  whether  by  parents  or  teachers. 
In  the  usual  way,  it  is  not  uncommon  to  meet  with  chil- 
dren who  can  repeat  every  letter  of  the  alphabet  in  regu- 
lar order,  and  yet  be  unable  to  recognize  a  letter,  taken 
separately.  They  learn  them  by  rote,  and  not  ty  having 
a  correct  and  clear  impression  of  the  looks  and  shape  of 
each  letter  made  upon  the  mind.  They  cannot  even 
equal  the  lad  who,  being  asked  what  a  certain  letter  was. 
answered  that  "he  knew  him  very  well  by  sight,  but 
could  not  think  of  his  name."  The  children  alluded 
to  know  the  names,  but  not  the  looks  of  the  individual 
owners.  But,  let  every  letter  be  made  as  I  have  pro- 
posed, and  the  looks  and  names  will  become  so  thor- 
oughly fixed  in  the  mind,  that  the  child  will  never  be  at 


SCHOOL-GOING    AGE.  265 


ERROR   IN    TEACHING. ANECDOTE. 

a  loss  in  naming  every  individual  member  of  the  alpha- 
bet, whenever  and  wherever  he  may  meet  with  it.  If 
children  are  sent  to  school  to  learn  their  letters,  the 
teacher  may  use  the  black-board  to  great  advantage,  and 
the  time  usually  spent  with  a  single  child  would  suffice 
for  instructing  a  dozen  or  more.  Let  the  instructor 
make  upon  the  board  the  letter  A,  tell  its  name,  and 
request  the  "little  ones''  to  copy  it  upon  the  board  or 
upon  their  slates,  often  requiring  them  to  give  its  name ; 
and,  when  fully  fixed  in  their  minds,  let  the  next  letter 
be  taken  in  the  same  manner,  and  so  on,  to  the  end. 
Children  will  thus  learn  the  alphabet  more  readily,  more 
surely,  and  more  pleasantly. 

It  is  sometimes  the  case,  that  children  are  taught  easy 
words  from  books  containing  picture  representations. 
Such  ones  may  manifest  a  remarkable  degree  of  accuracy 
in  some  cases ;  but  it  will  sometimes  happen  that  a  child 
will  —  leaning  on  the  picture  —  say.  C-a-t.  kitten  ; 
R-a-t,  mouse.  A  father  once  attempted  to  cover  the 
picture  of  a  cow  while  he  asked  his  little  son  to  spell  and 
pronounce  the  name  printed  under  it,  which  he  did  cor- 
rectly. "How  do  you  know,"  said  the  father,  "that 
c-o-w  spells  cow  1 "  "  Because,"  said  the  child,  "  I  can 
see  her  horns."  Such  "  helps  to  read ''  are,  often,  worse 
than  valueless.  They  may  make  "kitten"  of  "cat," 
"  mouse  "  of  "  rat,  '  "  puppy  "  of  "  dog,"  or  "  cow  ''  of 
"ox." 

I  have  frequently  noticed,  that  those  children  who 
were  the  most  forward  at  the  age  of  five  or  six  years 
were  comparatively  backward  at  the  age  of  twelve  years. 
Having  been  pressed  onward  when  quite  young,  they 
became  weary  of  learning  and  repeating  unintelligible 
23 


266  COMMON    SCHOOL   EDUCATION. 

THE  YOUNG  SHOULD   HAVE  AN   OBJECT   IN   VIEW. 

lessons  before  their  expanding  minds  were  capable  of  com- 
prehending fully  what  they  met  with  in  their  daily  exer- 
cises. They  learned  to  read  before  they  were  able  to 
understand  the  object  of  reading,  or  the  meaning  of  the 
words  they  uttered.  They  had  been  incited  on  by  flat- 
tery and  the  novelty  of  the  exercise ;  and,  as  soon  as 
these  lost  their  effect, —  as  they  soon  did, —  they  fell  into 
a  state  of  apathy,  or  positive  dislike  towards  all  school 
exercises,  which  it  would  be  no  easy  task  to  change. 

But,  let  a  child's  mind  be  well  exercised,  by  explain- 
ing to  him  the  meaning  and  use  of  everything  he  sees 
around  him ;  —  let  his  curiosity  to  know  be  encouraged, 
—  and  he  will  soon  be  anxious  to  read,  that  he  may,  from 
the  books  he  sees,  obtain  new  information  and  new  delight. 
Instead  of  regarding  the  repetition  of  his  early  lessons  as 
dull  and  useless,  he  will  look  upon  them  with  much 
interest,  and  consider  them  as  keys  which  will  unlock 
for  him  treasures  of  untold  value  and  beauty ;  in  other 
words,  he  will  commence  learning  with  a  definite  and 
reasonable  object  in  view. 

But,  it  may  be  said,  the  law  provides  for  the  admis- 
sion, to  our  schools,  of  children  at  the  age  of  four  years, 
and  parents  are  quite  ready  to  comply  with  this  legal 
indulgence, —  more  so  than  with  some  others.  This  is 
true;  and  "pity  'tis  'tis  true."  Until,  then,  something 
can  be  done,  either  to  change  the  views  of  parents  in 
relation  to  this  subject,  or  to  modify  the  character  and 
exercises  of  schools  for  children,  the  teacher  must  meet 
the  case  as  best  he  can.  If  the  "little  folks"  will 
claim  their  right  to  come,  the  teacher  must  receive  them 
pleasantly,  treat  them  kindly,  and  do  all  he  can  to  make 
them  comfortable  and  happy  during  six  hours  daily,  and, 


SCHOOL-GOING    AGE.  267 


WHAT   MAY    BE    DONE. 


possibly,  something  to  exercise  their  minds  and  awaken 
thought.  But  he  should  not  take  them  through  the  dry 
routine  of  school-room  exercises.  He  should,  if  pos- 
sible, cause  them  to  be  furnished  with  slates,  and  give 
them  such  simple  copies  for  drawing  as  they  can  readily 
make.  This  will  interest  them;  and  in  this  way  the 
judicious  instructor  may  do  something  to  advance  them 
towards  the  hill  of  science,  without  taking,  imperfectly, 
steps  which  must  be  retraced  before  the  first  ascending 
step  can  be  advantageously  taken. 


CHAPTER   IV. 

IT    IS  THE     DUTY    OF    PARENTS    TO    PROVIDE 
COMPETENT    AND     EFFICIENT    TEACHERS. 

EVERY  observing  mind  will  see  that  the  number  of 
schools  kept  is  much  larger  than  the  number  taught. 
There  are,  and  always  have  been,  more  nominal  teach- 
ers than  real  ones.  The  inducements  held  out,  as  regards 
permanency  of  employment,  or  reward  of  services,  are  not 
such  as  will  engage  the  heart,  the  time,  and  the  energies, 
of  men  of  talents  and  attainments  of  a  high  order.  In 
no  department,  probably,  is  there  so  much  need  of  ster- 
ling worth  in  every  good  qualification ;  and  yet,  in  no 
department  is  the  premium  awarded  to  real  merit  so 
paltry  and  inadequate.  Hence,  we  frequently  meet  with 
those  who  are  teachers  from  necessity,  or  misfortune, 
rather  than  from  a  real  love  for,  and  devotion  to,  the 
occupation,  emanating  from  a  just  conception  of  the 
important  and  responsible  nature  of  the  duties  to  be  per- 
formed. The  profession  of  the  teacher  has,  often,  been 
a  kind  of  "city  of  refuge"  for  such  as  had  no  abiding 
employment,  and  who,  too  often,  were  unfit  for  any.  The 
influence  of  a  teacher,  for  the  weal  or  woe  of  those 
intrusted  to  his  care,  is  almost  inconceivable.  From  his 
every  action,  word,  and  even  look,  they  will  receive 
impressions,  gooi  or  ill,  which  will  remain  as  long  as  the 
susceptibility  of  the  mind  to  retain  impressions  shall  exist 


EMPLOYMENT    OP   TEACHERS.  261) 


INCOMPETENT   TEACHERS. ANECDOTE. 


How  solemn  the  thought,  and  yet  how  true,  that  the 
teacher's  influence  will  extend  through  time,  and  into 
eternity !  And  how  melancholy  the  fact,  that  people 
often  try  to  drive  a  closer  bargain  in  the  engagement  of 
him  to  whom  they  commit  the  training  of  the  young, 
than  they  do  in  the  employment  of  him  who  is  to  manage 
their  horses  and  cattle  ! 

The  following  case  may  be  illustrative  of  the  point 
under  consideration :  Stouber,  the  predecessor  of  Ober- 
lin,  and  pastor  of  Waldbach,  on  his  arrival  in  the  parish, 
desired  to  visit  the  principal  school.  He  was,  accordingly, 
conducted  into  a  miserable  cottage,  where  a  number  of 
children  were  crowded  together,  without  any  apparent 
occupation.  He  inquired  for  the  "  master."  "  There  he 
is,"  said  one,  as  soon  as  silence  could  be  obtained,  point- 
ing to  a  withered  old  man,  who  lay  on  a  little  bed  in  one 
corner.  "  Are  you  the  '  schoolmaster,'  my  good  friend  ?  " 
said  Stouber.  "  Yes,  sir."  "  And  what  do  you  teach 
the  children?"  "Nothing,  sir."  "  Nothing  !  how  is 
that?"  "Because,"  replied  the  old  man,  "I  know 
nothing  myself  "  Why,  then,  were  you  appointed 
schoolmaster?  "  "Why,  sir,  I  had  been  taking  care  of 
the  Waldbach  pigs,  for  a  great  number  of  years ;  and, 
when  I  got  too  old  and  infirm  for  that  employment,  they 
sent  me  here,  to  take  care  of  the  children." 

And  has  it  not  been  too  true,  that  men  who  were  unfit 
for  any  business  have  been  "pensioned  off"  with  the 
charge  of  a  school,  while  the  well-qualified  teacher  has 
been  rejected,  merely  because  he  could  not  afford  to  labor 
for  a  mere  pittance  ?  In  the  establishment  and  support 
of  good  Normal  Schools,  a  great  and  noble  work  has  been 
done.  —  a  work  which  must  tend  to  the  elevation  of  the 
23* 


'270  COMMON    SCHOOL   EDUCATION. 


JOHN    LALOK   ON    TEACHER'S    VOCATION. 


teacher's  profession.  But,  still,  unless  the  sentiments 
and  feelings  of  the  community  shall  be  such  as  will  ex- 
clude from  the  teacher's  desk  all  temporary  and  incom- 
petent teachers,  and  afford  a  reasonable  and  adequate 
compensation  to  those  whose  qualifications  and  inclina- 
tions lead  them  to  adopt  teaching  as  a  permanent  voca- 
tion,—  or,  in  other  words,  unless  the  well-qualified  and 
professional  instructor  shall  be  well  received,  and  well 
remunerated  by  the  public, —  the  money  now  expended 
for  the  support  of  Normal  Schools  might  as  well  be  sunk 
to  fathomless  depths  in  the  ocean.  John  Lalor,  in  his 
excellent  prize-essay,  published  in  London  in  1839,  uses 
the  following  truthful  language,  in  reference  to  the 
instructor : 

"If  there  be  any  art,  which,  more  than  another, 
requires  in  those  who  practise  it  a  high  union  of  skill 
and  character,  that  art,  beyond  a  question,  is  education. 
In  no  department  of  exertion  does  success  so  absolutely 
depend  on  the  personal  qualifications  of  the  workman. 
'  As  is  the  master,  so  is  the  school,'  says  the  Prussian 
maxim ;  a  few  words,  saturated,  as  it  were,  with  truth. 
The  system  is,  indeed,  truly  important;  but  the  main 
part  of  a  system  is,  what  is  in  the  master's  mind.  The 
form  —  the  external  material  adjuncts  —  of  a  system, 
are,  of  themselves,  nothing ;  its  living  spirit  —  that  part 
of  it  which  has  got  into  the  thoughts  and  feelings  of  him 
who  is  to  work  it  —  is  everything. 

"  The  process  of  education,  whether  at  home  or  in 
school,  is  perpetually  going  on.  The  instructor  may 
guide,  but  cannot  stop  it.  Whether  he  is  attentive  or 
neglectful,  observation  is  at  work,  intellect  is  developing, 
jharacter  is  forming,  and  all  under  the  most  powerful 


EMPLOYMENT   OF   TEACHERS.  271 

THE  TEACHER'S  POSITION  AMD  LNFLUENCK. 

influences  from  him,  whether  for  good  or  evil.  What  he 
says  earnestly,  and,  above  all,  what  he  does,  is  graving 
itself  on  the  tenacious  memory  of  childhood.  His  incon- 
sistencies, partialities,  ill-temper,  tyranny,  selfishness, 
leave  lasting  traces.  If  his  dispositions  are  unfavorable, 
no  check  from  without  can  remedy  the  evil.  Parents 
can  control  him  little.  They  are  managed,  through  their 
prejudices,  at  the  expense  of  their  children.  A  superior 
authority,  with  the  most  perfect  machinery  of  inspection, 
will  fail  to  get  the  work  of  good  men  performed  by  bad 
ones.  Its  laws  will  be  no  restraint  on  him  to  whom  their 
execution  is  intrusted ;  its  best  systems  fruitless,  where 
they  cannot  insure  states  of  mind  according  with  their 
spirit.  The  government  of  children  must  be  a  despotism ; 
and  it  must  have  all  the  vices  of  a  despotism,  if  we  cannot 
purify  the  depositories  of  supreme  power.  But,  if  the 
instructor  be  one  who  is  .filled  with  a  consciousness  of  his 
duties,  how  mighty  is  his  influence  !  He  is  the  fountain 
of  instruction,  and  the  prime  source  of  enjoyment,  to  his 
pupils.  Their  little  difficulties  are  brought  to  him,  and 
in  his  solution  rest.  His  casual  remarks  sink  into  their 
minds.  His  opinions  on  men  and  things  make  their  way 
by  the  double  force  of  authority  and  affection.  His  com- 
panionship, his  sympathy,  are,  above  all  things,  delight- 
ful. The  imitative  principle,  so  powerful  in  early  life, 
is  incessantly  in  action.  The  children  are  daily  assimi- 
lating parts  of  his  nature  —  making  it  one  with  their  own. 
What  an  influence  is  his  over  their  future  destiny  !  " 

If  such  is  the  teacher's  position  and  power,  with  what 
care  should  parents  select  him  to  whom  they  intrust,  so 
unreservedly,  their  most  precious  interests  —  the  train- 
ing of  their  children !  Nor  is  it,  alone,  important  that 


272  COMMON   SCHOOL   EDUCATION. 

THE   TEACHER  SHOULD   BE  KINDLY   TREATED. 

caution  should  be  exercised  in  the  selection.  If  this 
duty  is  faithfully  performed,  it  leads  to  another,  no  less 
important ;  and  that  is.  to  keep  a  teacher  in  a  good  con- 
dition. The  best  of  instructors  may  be  disheartened  by 
cold  treatment,  or  discouraged  by  receiving  inadequate 
compensation  for  their  services.  It  is  the  duty  of  parents 
to  treat  the  teacher  of  their  children  so  kindly,  and 
reward  his  services  so  liberally,  that  he  will  feel  con- 
strained to  labor  cheerfully  .and  zealously  for  the  best 
good  of  those  committed  to  his  charge. 

If  a  mechanic  has  a  valuable  machine,  he  knows  that 
its  perfect  operation  and  full  force  can  be  secured  only  by 
keeping  it  in  an  excellent  condition.  If  a  farmer  ha.s  a 
serviceable  horse,  he  knows  that  kind  treatment  and  good 
feeding  will  make  him  still  more  valuable.  Let  not  a  less 
wise  policy  be  pursued  in  the  treatment  of  those  to  whom 
are  intrusted  such  momentous  concerns  as  are  committed 
to  teachers  of  youth.  Let  the  good  instructor  be  properly 
respected,  kindly  treated,  and  liberally  compensated,  and 
he  will  be  greatly  encouraged  and  strengthened  in  the 
performance  of  his  arduous  labors ;  and,  for  all  cheering 
aid  which  he  receives,  he  will  declare,  for  taose  who 
invest  in  his  favor,  dividends  of  the  most  satisfactc  ry 
nature. 


CHAPTER  V. 

II    IS   THE    DUTY    OF   PARENTS   TO    PROVIDE    FOB 
A    JUDICIOUS    SUPERVISION   OF   SCHOOLS. 

A  SUPERVISORY  control  of  schools  is  so  intimately 
connected  with  their  very  existence  and  usefulness,  that 
it  is  of  the  utmost  importance  that  a  wise,  judicious,  and 
efficient  mode  be  adopted.  While  a  well  devised  and 
properly  executed  plan  will  tend  greatly  to  elevate  and 
advance  the  schools,  a  poor  and  inefficient  one  will  retard 
their  progress,  and  impair  their  usefulness.  If  it  is 
important  that  any  supervision  be  exercised  over  them, 
it  is,  certainly,  the  part  of  true  wisdom  to  provide  for 
die  very  best  that  can  be  devised. 

Of  late,  the  friends  of  popular  education  have  said 
much  against  the  existing  mode  of  school  supervision, 
and  spoken  freely  of  its  defects.  But  it  is,  often,  much 
easier  to  see  and  speak  of  errors,  than  it  is  to  cause  their 
removal.  To  effect  any  change  in  a  long-established 
institution,  or  course  of  management,  is  no  trifling  task ; 
and  it  is  not  the  part  of  true  wisdom  to  abandon  old 
ways,  though  not  in  all  respects  satisfactory,  unless  new 
and  better  ones  are  clearly  open  before  us.  The  present 
mode  of  school  supervision  has  been  long  in  vogue.  It 
was  devised  by  good  and  true  men,  and  has  been  sus- 
tained by  many  of  the  wisest  and  best ;  and,  for  the 
times  and  circumstances,  it  has  accomplished  a  vast 


274  COMMON   SCHOOL   EDUCATION. 


THE   DEMANDS    OF   SCHOOLS. 


amount  of  good.  But  times  and  circumstances  have 
materially  changed.  The  number  of  schools  has  greatly 
increased,  their  continuation  has  been  lengthened,  the 
branches  taught  in  them  multiplied,  and  the  duties 
required  of  school  committees  greatly  augmented.  On 
the  other  hand,  the  appropriate  duties  and  cares  of 
clergymen,  and  other  professional  men, —  from  whom  the 
schools  have  been  wont  to  receive  supervisory  support, 
and  influence, —  have  become  more  numerous  and  press- 
ing, so  that,  while  the  schools  actually  demand  much 
more  at  their  hands,  they  are  really  unable  to  do  as 
much  for  them  as  formerly.  It  is  now  extremely  diffi- 
cult, in  many  places,  to  find  men  who,  at  once,  possess  the 
requisite  qualifications  and  the  needed  leisure.  In  order 
that  a  man  may  be  an  efficient  and  useful  school  super- 
visor, he  should  not  only  be  a  man  of  varied  knowledge. 
Bound  judgment,  good  common  sense,  and  a  candid  mind ; 
but  he  should  possess  a  good  degree  of  familiarity  with 
the  several  branches  taught  in  the  schools,  and,  above 
all,  he  should  feel  a  deep,  lively,  and  abiding  interest  in 
the  cause  of  popular  education,  and  have  a  heart  of 
sympathy  for  both  teacher  and  taught.  He  should 
also  be  a  man  who  will  both  merit  and  command  true 
respect,  and  one  whose  daily  walk  and  conversation 
are  of  a  truly  exemplary  nature.  He  should  also  have 
much  leisure  time,  ^hich  he  can  devote  to  the  uninter- 
rupted examination  of  the  schools  under  his  charge.  Are 
not  these  views  correct  ?  If  so,  let  us  see  how  the  ex- 
isting state  of  affairs  comports  therewith. 

Is  the  committee-man  a  clergyman? — He  is,  undoubt- 
edly, a  most  worthy  man,  but  his  school  visitations  are 
liable  to  constant  interruptions  by  calls  from  the  sick 


SCHOOL    SUPERVISION.  275 


WHO    SUPERINTEND    SCHOOLS. 


the  dying,  the  afflicted  or  the  marrying  ones  of  his  pas- 
toral charge; — or,  if  he  remain,  bodily,  in  the  school- 
room, his  mind  may  be  upon  some  half-constructed 
sermon,  or  upon  some  parochial  duty. 

Is  the  committee-man  a  physician  'I  —  Who  can  tell 
when,  or  where,  to  find  him  ?  On  the  very  day  that  his 
attention  may  be  most  wanted  in  the  school-room,  the 
more  imperative  calls  for  emetics  and  cathartics,  bleeding 
and  blistering,  or  for  relief  to  some  mortal  ache  or  ail- 
ment, may  have  possession  of  the  whole  man, —  both 
doctor  and  committee. 

Is  the  committee-man  a  lawyer  ?  —  He  will  be  very 
likely  to  attend  to  school  duties,  if  no  retaining  fee  calls 
his  mind  in  another  direction;  but,  as  a  matter  of 
course,  he  will  strive  more  to  gain  a  suit  at  law  than  he 
will  to  suit  the  demands  or  meet  the  wants  of  the  public 
schools, —  and,  if  he  spends  an  hour  in  visiting  schools,  it 
will  be  with  the  constant  fear  that  it  may  be  at  the  loss 
of  a  client. 

Is  the  committee-man  a  farmer  ?  —  His  thoughts  will 
be  more  intent  upon  the  training  of  horses  and  cattle,  or 
the  shootings  of  trees,  vegetables,  and  grains,  than  upon 
the  training  of  boys,  or  the  shootings  of  the  young  ideas 
in  our  schools. 

Is  the  committee-man  a  merchant  ?  —  The  rise  and  fall 
in  the  prices  of  goods  will  be  far  more  prominent  in  his 
mind,  and  musical  to  his  ear,  than  the  rising  and  falling 
of  the  voices  of  the  young,  whom  he  may,  nominally, 
superintend, —  and  a  good  bargain  in  prospect  may  blind 
his  eye  and  close  his  ear  to  a  good  recitation. 

Is  the  committee-man  a  mechanic  ?  —  He  will  think 
much  more  of  the  easiest  and  cheapest  method  of  driving 


276  COMMON    SCH001     EDUCATION. 


OBJECTIONS   TO    PRESENT   MODE. 


nails  into  boards,  pegs  into  sole-leather,  or  money  into 
pocket,  than  he  will  of  driving  ideas  into,  or  out  of,  boys' 
heads.  Above  all.  and  beyond  all,  is  the  committee- 
man  one  of  those  creatures  who  have  just  "nothing  at 
all  "  to  do  1  Then,  he  will  prove  the  most  complete  "  do- 
nothing"  that  can  be  found.  He  may  talk,  and  bluster, 
and  fret ;  but  his  very  do-nothing  habits  will  unfit  him 
for  a  do-something  man.  If,  seemingly,  he  labors  like 
the  mountain,  he  will  bring  forth  the  most  insumifi- 

'  O  O 

cant  results.  He  may  feel  that  the  weight  of  the  nation 
is  upon  him ;  but  the  schools  will  feel  his  weight,  and  all 
that  he  bears,  really  or  imaginarily.  Is  it  not.  in  the  very 
nature  of  things, — must  it  not  be  so?  In  my  allusions  to 
different  classes  of  men,  I  have  not  intended  the  slight- 
est disrespect.  All  will  admit  that  he  who  would  be 
truly  successful  in  any  vocation  or  pursuit  must  enter 
upon  it  with  a  devotion  of  heart,  and  energy  of  purpose. 
Hence,  the  good  minister,  the  skilful  doctor,  the  efficient 
lawyer,  the  successful  merchant  and  mechanic,  the  pros- 
perous farmer,  and  the  useless  do-nothing,  are  what  they 
are,  because  they  give  their  time  and  attention  to  their 
respective  and  peculiar  callings. 

But,  in  addition  to  what  I  have  said,  the  present 
mode  is  objectionable  in  that  the  responsibility  of 
inspecting  the  schools  is  divided  among  several,  and, 
consequently,  there  is  not  that  strong  individual  re- 
sponsibility which  is  essential  to  give  energy,  fidelity, 
and  success.  To  divide  the  care  and  oversight  of  our 
schools  among  a  board  of  ten  or  twelve  men,  is  much  like 
intrusting  the  care  of  a  railroad  to  a  board  of  directors, 
instead  of  to  a  special  superintendent. 

In  order  that  a-  man. -should  feel  a  deep  interest  in  any 


SCHOOL    SUPERVISION.  27' 


A    SPECIAL   SUPERVISOR    BEST. 


movement,  and  labor  successfully  for  its  advancement,  it 
is  quite  important  that  he  should  feel  that  much  of  its 
degree  of  progress,  or  want  of  progress,  depends  upon 
his  action  and  interest,  or  deficiency  thereof. 

If  the  care  of  the  schools  in  a  town  devolves  upon 
some  ten  or  twelve  men,  we  may  see  that  no  one  will 
assume  to  himself  a  very  large  share  of  the  responsibil- 
ity, while  each  will  almost  excuse  himself  from  acting, 
under  the  impression  that  the  greater  fidelity  and  fitness 
of  his  associates  render  his  efforts  unimportant. 

Again :  —  The  frequent  change  of  school-committeea 
is  very  unfavorable  to  the  best  good  of  the  schools.  In 
many  towns,  the  same  men  do  not  compose  the  board  of 
school-committee  for  two  consecutive  years.  Hence, 
there  is  a  constant  liability  to  change,  in  reference  to  the 
general  regulations  and  management  of  the  school ;  and 
modes  of  government,  and  methods  of  instruction,  which 
meet  the  hearty  approval  of  the  members  of  one  board, 
may  be  entirely  discarded  by  their  successors ;  and  those 
teachers  who  have  succeeded  in  gaining  the  approbation 
of  the  committee,  one  year,  may,  while  pursuing  the  same 
course,  receive  the  severe  and  unqualified  censure  of 
those  in  authority  the  next.  Every  one  knows  that  famil- 
iarity with  peculiar  duties  renders  their  performance 
comparatively  easy.  Hence,  a  man  who  has  devoted  one 
year  to  the  discharge  of  school-committee  duties  is,  usu- 
ally, much  more  competent  to  spend  another  year  than 
a  stranger  would  or  could  be.  He  has  become  acquainted 
with  teachers  and  pupils,  and  knows  how  to  say  and  do 
things  in  the  best  wny,  and  at  the  right  time.  Indeed, 
if  he  is  the  right  kind  of  a  man,  his  entire  influence  and 
efforts  will  be  more  efficient  thin  a  stranger's  cot/id  be 
24 


278  COMMON    SCHOOL   EDUCATION. 


A   NEW    METHOD    PROPOSED. 


A.nd  yet,  comparatively,  how  few  good  men  are  retained 
in  office  for  consecutive  years  !  They  either  find  the 
duties  too  onerous,  the  task  too  thankless,  or  the  votes, 
at  the  annual  election,  too  few.  But  I  have  already 
sufficiently  enlarged  on  this  point;  and,  assuming  the 
position  that  the  present  mode  does  not  accomplish  the 
desired  amount  of  good,  I  will  proceed  to  designate  one 
which,  it  is  believed,  will  be  more  efficient  and  useful. 

I.  Each  town  shall,  annually,  elect  a  board  of  school- 
committee,  to  consist  of  three,  five,  or  more  members,  to 
whom  shall  be  intrusted  the  money  raised  for  educational 
purposes,  and  also  the  general  interests  of  the  schools 
within  the  town. 

II.  This  board  shall,  as  soon  as   may  be,  after   its 
organization,  appoint  some  suitable  person,  from  its  own 
number,  or  otherwise,  as  special  superintendent  of  the 
schools,  with  the  following  specific  duties : 

1.  To  select  and  contract  with  all  teachers,  and  make 
such  examination  into  their  qualifications  as  may  seem 
necessary,  or  as  the  board  may  direct. 

2.  To  visit  the  several  schools  within  the  town,  as 
often  as  once  each  month ;  and,  as  often  as  practicable, 
examine  into  the  progress  of  the  several  classes. 

3.  To  hold  meetings  of  the  parents  in  the  several 
school-districts,  and  address  them  in  reference  to  their 
school  duties  and  obligations: 

4.  To  hold  occasional  meetings  of  the  teachers  within 
the  town,  for  the  consideration  and  discussion  of  topics 
pertaining  to  their  vocation. 

5.  To  aid  in  the  adjustment  of  any  difficulties,  or 
misunderstandings,  that  may  arise  between  parents  and 


SCHOOL    SUPERVISION. 


A    PROPOSED    METllOD. 


teachers ;  and,  generally,  to  promote  the  peace  and  har- 
mony of  districts 

6.  To  contract  for,  and  superintend  all  repairs,  build- 
ings, &c. ;   and  to  provide  fuel,  and  all  other  necessary 
articles  for  the  schools. 

7.  To  meet  the  board  of  school-committee  quarterly, 
for  the  purpose  of  making  a  detailed  report  of  his  doings, 
and  conferring  with  them  in  relation  to  future  plans  and 
operations. 

8.  To  make,  annually,  a  detailed  report  of  his  doings, 
and  of  the  condition  of  the  schools ;  first,  to  the  school- 
committee,  and,  subsequently,  to  the  town. 


CHAPTER  VI. 

PARENTS  SHOULD  ENCOURAGE  THE  TEACHER. 

IN  many  instances  parents  are  too  ready  to  leave  all 
the  affairs  of  the  school  in  the  hands  of  committees  and 
teachers.  This  will  not  answer.  Unless  parents  mani- 
fest a  special  interest  in  the  school,  and  all  its  exercises, 
it  will  require  more  effort,  on  the  part  of  the  teacher  and 
committee,  to  promote  the  advancement  of  the  pupils. 
The  young  are  very  quick  to  discover  any  feeling,  or 
want  of  feeling,  on  the  part  of  their  parents ;  and  they 
will  not  often  deviate  much  from  the  same.  If,  then, 
parents  would  have  their  children  manifest  a  judicious, 
strong,  and  abiding  interest  in  all  their  school  perform- 
ances, they  must  first  themselves  exhibit  a  lively  interest 
in  the  same. 

From  an  interesting  volume,*  published  within  a  few 
years,  we  gather  the  following  truthful,  and  illustrative 
incidents : 

Locke  Amsden  was  an  earnest,  faithful,  and  devoted 
teacher, —  one  who  labored  heartily,  and  wisely.  He 
was  engaged  to  instruct  a  school  in  a  district  noted  for 
the  apathy  and  neglect  of  parents,  and,  of  course,  for  the 
backwardness  and  indifference  of  the  children.  Enthusi- 
astic and  active,  as  he  always  was,  he  determined  to 

*"  Locke  Amsden;  or,  The  Schoolmaster."  12  mo.,  231  pp. 
Published  by  B.  B.  Mussey  &  Co.,  Boston.  A  very  interesting  vol. 
um«,  that  should  be  read  by  every  parent  and  teacher 


PARENTS  SHOULD  EXCOURAUE  THK  TEACHER.  281 


ANECDOTE   OF    LOCKE   AMBDEX. 


strive,  in  every  suitable  "way.  to  arouse  some  interest  on 
the  part  of  parents  and  pupils.  In  the  school-room,  he 
did  what  he  could ;  and  when  out,  he  called  at  the  homes 
of  his  scholars,  conversed  with  the  parents,  and  affection- 
ately and  earnestly  invited  them  to  visit  the  school, —  an 
invitation  always  accepted  verbally,  but  never  regarded 
practically.  When  his  patience  was  nearly  exhausted,  he 
determined  upon  one  more  effort.  Said  he,  "I  will  have 
an  Exhibition,  and  have  some  exercises  which  will,  assur- 
edly, interest  parents ;  and,  by  inviting  them  to  come  on 
a  particular  afternoon,  they  will  do  so,  for  the  sake  of 
seeing  each  other,  if  not  for  encouraging  me  and  their 
children." 

He,  accordingly,  made  the  necessary  arrangements. 
With  much  patient  perseverance,  he  succeeded  in*  en- 
listing the  interest  of  the  pupils,  who  worked  as  they 
never  worked  before.  When  the  appointed  day  ap- 
proached, Amsden  called  upon  the  parents,  and  gained 
from  them  assurances  that  they  would  certainly  attend. 
Ha  was  greatly  encouraged  and  animated,  and  his  pupils 
were  unusually  industrious  and  ambitious.  Everything 
appeared  auspicious  and  cheering.  At  length,  all  was 
ready,  and  the  eventful  day  dawned,  with  as  clear  a 
sky,  and  bright  a  sun,  as  were  ever  seen.  Full  of 
hope  and  encouragement,  the  teacher  was  early  on  his 
way  to  the  scene  of  his  labors,  congratulating  himself 
that  he  had,  finally,  succeeded  in  awakening  the  desired 
interest.  On  his  way,  however,  his  attention  was  arrested 
by  numerous  showy  handbills,  posted  in  every  conspicu- 
ous place,  announcing  that,  on  that  very  afternoon,  the 
far-famed  Potter,  a  professed  juggler  of  those  times, 
would  give  an  Exhibition,  m  which,  as  usual,  he  would 
24* 


282  COMMOX    SCHJUL  -EDUCATION. 

THE   SCHOOL   EXHIBITION    AND    JUGGLERIES. 

display  the  astonishing  feats  of  swallowing  swords  and 
jack-knives,  hatching  chickens,  frying  eggs  in  his  hat, 
together  with  sundry  like  miraculous  feats. 

As  the  school  Exhibition  and  Potter's  were  to  com- 
mence at  about  the  same  hour,  the  teacher,  at  first,  felt  a 
slight  apprehension  that  his  performances  might  be 
thrown  into  the  "background;"  but  a  moment's  reflec- 
tion induced  him  to  feel  that  no  people  of  sense  and 
character,  and,  especially,  that  no  parents,  would  think 
of  putting  such  pitiful  shows  in  competition  with  the  more 
praiseworthy  performances  of  their  own  children.  But, 
on  opening  his  school,  his  fears  and  doubts  were  greatly 
increased.  He  soon  discovered  that  the  heads  of  his 
pupils  were  so  completely  bejuggled,  that  they  could  think 
of  ne  thing  but  Potter,  live  chickens,  &c.  *Ai  recess  the 
whole  conversation  turned  on  the  subject  which,  so  evi- 
dently, engrossed  their  thoughts.  The  teacher  could  hear 
nothing  but  "  Potter, —  real  live  chickens,  great  sharp 
swords,  handle  and  all  /"  and,  on  passing  around  the 
room,  he  noticed  the  name  of  Potter  written  on  nearly 
every  slate,  to  which,  on  some,  was  added  a  representa- 
tion of  a  man  with  a  half-swallowed  sword ;  and  some 
had  exhibited  no  inconsiderable  artistic  skill  in  drawings 
of  h&tsfull  of  chickens.  On  returning  to  school  in  the 
afternoon,  he  found  matters  worse  than  ever.  He  called 
a  boy  to  read,  who,  after  being  shown  his  place,  which 
he  had  forgotten,  commenced,  B-a  —  yes,  a  —  k-e-r  — 
Potter.  ' '  What  ? ' '  said  the  teacher,  earnestly.  ' '  Potter, 
—  baker,  I  mean,  but  I  was  thinking," —  and  so  were  all 
thinking,  not  of  their  own  exercises,  but  of  Potter,  and 
of  his  juggleries.  The  afternoon  passed,  but  no  parents 
came ;  and  the  disheartened  teacher  dismissed  his  pupil* 


PARENTS  SHOULD  KNCOURAuE  TUE  TEACHER.  28b 


MUKE   INTEREST   MIEDE1). 


who  were  not  long  in  making  their  way  to  Potter's  show, 
where  their  more  childish  and  foolish  parents  had  gone 
cefore  them. 

And  how  many  teachers  can  relate  experiences  equally 
disheartening !  In  how  many  instances  are  the  most 
trivial  and  unimportant  matters  allowed  to  interfere  with 
the  nobler  and  worthier  objects  and  exercises  of  the 
school-room !  In  relation,  to  the  school  exercises  and 
advancement  of  their  children,  how  few  parents  exhibit 
an  interest  equal  to  that  manifested  in  relation  to  other 
concerns  !  What  individual  would  intrust  the  construc- 
tion of  an  important  piece  of  machinery  to  another,  and 
feel  no  interest  in  watching  its  progress  towards  comple- 
tion 1  What  farmer  would  think  of  sending  his  oxen  to 
perform  at  a  "  cattle-show  "  exhibition,  without  designing 
to  be  present  to  witness  their  performances  ?  But.  is  he 
equally  interested  to  witness  the  school  exercises  of  his 
offspring,  which,  in  importance,  as  far  excel  those  of  the 
oxen,  as  the  nature,  interest,  and  destiny  of  man,  are 
higher  and  nobler  than  those  of  the  brute  ?  It  is  no  less 
true  than  disheartening,  that  the  brute's  performances 
often  attract  more  attention  and  admiration  than  do  those 
of  the  children ;  and  no  wonder  that  a  stranger,  at  a 
recent  public-school  examination,  at  which  few  or  no 
parents  made  their  appearance,  should  express  his  aston- 
ishment, at  seeing  so  many  fatherless  and  motherless 
children, —  for  well  may  they  be  considered  as  orphans, 
who  are  thus  left  to  toil  and  struggle  on,  uncheered  by  a 
mother's  smile  or  a  father's  approval. 


CHAPTER    VII. 

SPECIFIC    DUTIES. 

ALL  who  feel  any  degree  of  interest  in  the  education 
of  the  young  cannot  fail  of  appreciating  the  beauty  and 
force  of  the  following  remarks,  from  the  pen  of  Horace 
Mann.  In  alluding  to  the  numerous  school-houses, 
which  are  scattered  over  our  country,  he  says :  — 
"  Though  not  always  an  architectural  ornament,  yet 
they  are  a  moral  beauty  to  the  land  in  which  we  dwell. 
Enter  with  me,  for  a  moment,  into  one  of  these  import- 
ant, though  lowly  mansions.  Survey  those  thickly- 
seated  benches.  Before  us  are  clustered  the  children 
of  to-day,  the  men  of  to-morrow,  the  immortals  of 
Eternity  !  What  costly  works  of  art, —  what  splendid 
galleries  of  sculpture  or  of  painting,  won  by  a  nation's 
arms,  or  purchased  by  a  nation's  wealth, —  are  compar- 
able in  value  to  the  treasures  we  have  in  these  children  1 
How  many  living  and  palpitating  nerves  come  down  from 
parents  and  friends,  and  centre  in  their  young  hearts ; 
and.  as  they  shall  advance  in  life,  other  living  and  palpi- 
tating nerves,  which  no  man  can  number,  shall  go  out 
from  their  bosoms,  to  twine  round  other  hearts,  and  to 
feel  their  throbs  of  pleasure  or  of  pain,  of  rapture  or 
of  agony  !  How  many  fortunes  of  others  shall  be  linked 
with  their  fortunes,  and  shall  share  an  equal  fate  !  As 
yet.  to  the  hearts  of  these  young  beings,  crime  has  not 


DUTIES.  285 


»?UAT   3DTTCATION    MAY    DO. 


brougV-  -rf  iu  'cvnue  of  fears,  nor  disappointment  its 
sorrows.  Ttei*  joys  are  joys,  and  their  hopes  more  real 
than  our  realities ;  and,  as  visions  of  the  future  burst 
upon  their  imagination,  their  eye  kindles,  like  the  young 
eagle's  at  the  morning  sunbeam. 

Grouping  these  children  into  separate  circles,  and 
looking  forward,  for  but  a  few  short  years,  to  the  fortunes 
that  await  them,  shall  we  predict  their  destiny,  in  the 
terrific  language  of  the  poet 't  — 

"  Thete  shall  the  fury  pacs'.o^J  taut. 

The  vultures  of  the  mind  ; 
Disdainful  Anger,  pallid  Fear, 
And  Shame,  that  skulks  behiUl. 

"  Ambition  this  shall  tempt  to  rise  ; 

Then  whirl  the  wretch  from  high. 
To  bitter  Scorn  a  sacrifice, 
And  grinning  Infamy. 

"  The  stings  of  Falsehood  those  shall  try ; 
And  hard  Unkind  ness'  altered  eye 
That  mocks  the  tear  it  forced  to  flow  ; 
And  keen  Remorse,  with  blood  defiled, 
And  moody  Madness,  laughing  wild, 
Amid  severest  woe  ;" 

or,  concentrating  our  whole  souls  into  one  resolve, — 
high  and  prophetically  strong, —  that  our  duty  to  these 
children  shall  be  done,  shall  we  proclaim,  in  the  blessed 
language  of  the  Saviour,  "  IT  is  NOT  THE  WILL  OF 
YOUR  FATHER  WHICH  is  IN  HEAVEN  THAT  ONE  OF 

THESE    LITTLE    ONES   SHOULD    PERISH"? 

With  what  feelings  ought  these  considerations  to  fill 
the  hearts  of  parents ;  and  with  what  untiring  zeal  should 
they  induce  them  to  labor  to  secure  the  wise  education 


286  COMMON    SCHOOL    EDUCATION. 

A  TEACHER'S  APPEAL. 

of  their  offspring  !  The  united,  judicious  and  •well-timed 
efforts  of  parents  and  teachers  will,  with  the  blessing  of 
God,  lead  the  young  onward  and  upward  in  wisdom's 
ways.  In  view  of  this,  will  not  parents  earnestly  ask 
themselves  what  they  can  do  to  promote  the  true 
advancement  of  interests  at  once  so  desirable  and 
important  1  Every  parent  has  weighty  and  responsible 
duties  resting  upon  him ;  and  a  wise  discharge  of  them 
will  bring  a  glorious  and  soul-cheering  recompense. 

When  the  author  of  this  work  was  engaged  in  teach- 
ing, he  wrote  the  following  appeal  to  parents,  soliciting 
their  cooperation  in  the  particulars  named.  If  parents 
will  consider  it  as  addressed  to  them  by  the  instructor  of 
their  children,  and  read  it  with  a  spirit  of  candor,  it  will, 
it  is  hoped,  prove  beneficial.  It  was  published  in  a 
tract  form  by  the  Hon.  Henry  Barnard,  then  Superin- 
tendent of  Schools  in  Rhode  Island,  and  somewhat 
extensively  circulated.  A  few  alterations  and  additions 
have  been  made. 

A  TEACHER'S  APPEAL  TO  THE  PARENTS  OF  HIS  PUPILS. 

Respected  Friends:  —  The  intimate  relation  which 
subsists  between  us,  as  parents  and  teacher,  induces  me 
to  address  you  in  relation  to  some  of  our  mutual  duties, — 
upon  the  proper  appreciation  and  due  performance  of 
which  depend,  in  a  great  degree,  the  future  success  and 
welfare  of  your  children.  I  feel  that  we  are  mutually 
engaged  in  a  great  work;  a  work  which  demands  our 
most  serious  consideration,  and  one  which  loudly  calls 
for  the  exercise  of  our  united  wisdom  and  hearty  coop- 
eration. This  work  is  the  training  and  disciplining  the 
objects  of  your  dearest  affections,  so  that  they  may 


A  TEACHER'S  APPEAL  TO  PARENTS.    ^oT 

CONSTANT  AND  SEASONABLE  ATTENDANCE. 

become  virtuous  and  happy  citizens,  and  "act  well  their 
parts"  on  the  stage  of  life;  alike  an  honor  to  themselves, 
to  you,  to  me,  to  the  community,  and  to  their  Creator. 

As,  therefore,  we  are  engaged  in  a  work  at  once  so 
important  and  so  interesting  in  its  results,  it  seems  to  me 
extremely  desirable  that  a  good  understanding  should 
exist  between  us,  and  that  we  should  cooperate  in  every 
suitable  manner,  and  on  every  proper  occasion.  In  send- 
ing your  children  to  my  school,  you  have  placed  them 
under  my  care,  and  expect  them  to  spend  many  precious 
hours  of  their  youth  under  my  immediate  instruction 
and  influence.  You,  doubtless,  expect  much  of  me; 
and,  if  you  faithfully  perform  your  duties,  you  have  a 
right  to  expect  much. 

I  feel,  I  trust,  to  some  extent,  the  immense  responsi- 
bility of  my  situation,  and  will  seek  to  labor  "  with  all 
diligence"  in  the  discharge  of  my  arduous  duties;  and 
I  hope  I  shall  be  enabled  to  answer  every  reasonable 
expectation  on  your  part.  But,  that  I  may  labor  more 
successfully,  as  well  as  more  cheerfully,  will  you  allow 
me.  in  a  plain,  familiar  manner,  to  call  your  attention  to 
a  few  particulars  in  which  your  cordial  cooperation 
is  most  earnestly  and  affectionately  solicited  ?  I  will 
endeavor,  on  my  part,  not  to  ask  for  anything  which 
will  not  tend  to  the  greatest  advancement  of  your  chil- 
dren, and  to  the  promotion  of  their  welfare. 

I.  /  respectfully  invite  you  to  aid  me  in  securing 
the  constant  and  seasonable  attendance  of  your  chil- 
dren. 

I  have  reason  to  believe  that  some  parents  have  riot 
given  merited  attention  to  these  points.  Do  you  not 
think  that  children  are  often  kept  from  school,  or  sent 


283  COMMON    SCHOOL    EDUCATION. 

EVILS  OF  FREQUENT  ABSENCE. 

late,  without  any  sufficient  reason  7  Perhaps  you  have 
never  fully  considered  the  evils  incident  to  inconstant  or 
unseasonable  attendance ;  and,  if  so,  allow  me  to  call 
your  attention  to  one  or  two  of  them,  and  others  will 
readily  suggest  themselves  to  your  minds.  Let  us,  then, 
notice  the  tendency,  or  some  of  the  consequences,  of 
frequent  absences. 

1.  If  children  are  allowed  to  be  absent,  for  insufficient 
reason,  they  are,  virtually,  taught  to  look  upon  their 
school  and  its  duties  as  of  quite  secondary  importance. 
If  the  doing  of  some  trifling  errand,  the  making  or 
receiving  visits,  or  the  participating  in  some  pleasure 
excursion,  is  allowed  to  interfere  with  school  exercises  or 
obligations,  your  children  will,  most  assuredly,  consider 
the  engrossing  object,  or  objects,  as  of  paramount  value. 
Of  course,  their  interest  will  be  diminished,  and  their 
progress  retarded,  in  a  degree  proportionate  to  the  extent 
and  frequency  of  the  infringement  upon  the  claims  of  the 
school.  If  you  wished  for  a  lad  to  assist  you  on  your 
farm,  in  your  shop,  or  counting-room,  you  would  insist 
upon  having  his  undivided  time  and  attention.  This 
would  be  requisite  for  his  good,  as  well  as  for  yours. 

If  you  had  in  your  employ  an  apprentice,  who  should 
frequently  absent  himself,  and  allow  unimportant  engage- 
ments or  amusements  to  absorb  the  time  and  attention 
which  should  be  devoted  to  gaining  a  knowledge  of 
his  trade,  you  would,  at  once,  conclude  that  he  would 
never  become  a  proficient  in  it.  And  will  it  not  be  the 
same  in  school  affairs  1  Are  not  your  children  appren- 
tices in  the  school  of  knowledge,  which  is  designed  to 
prepare  them  for  the  work  of  life?  And  have  you  ever 
considered  that  only  the  prompt  and  faithful  discharge  of 


A  TEACHER'S  APPEAL  TO  PARENTS.     289 


AN    ILLUSTRATION. 


the  duties  of  apprenticeship  can  qualify  them  for  work- 
men, that  need  not  be  ashamed  of  their  work,  when 
they  shall  have  served  out  their  time,  and  taken  their 
stand  with  the  free  actors  on  the  stage  of  life  ?  If  you 
have  not,  let  me  beseech  you,  as  you  prize  the  good  of 
your  children,  and  wish  their  greatest  advancement,  to 
pause  and  reflect. 

2.  If  children  are  often  absent,  they  will  fall  behind 
their  classmates  in  their  studies,  and,  consequently,  lose 
much  of  their  interest  in  them,  and  perhaps  acquire  an 
actual  dislike  for  school,  and  all  its  exercises.  Of  neces- 
sity, most  of  the  instruction,  in  large  schools,  must  be 
given  to  whole  classes,  and  not  to  individual  scholars. 
Your  children  receive  their  school-knowledge  in  this  way. 
It  is  very  essential,  for  the  progress  of  a  class,  and  its 
individual  members,  that  no  scholar  be  absent  from  a 
single  recitation;  for,  frequently,  the  loss  of  a  single 
lesson  may  affect  a  scholar's  interest  and  advancement 
for  a  whole  term.  Let  me  take  an  instance  to  illustrate 
this.  I  have  a  class  in  Arithmetic,  and  it  is  often 
necessary  for  me  to  explain  some  principles,  the  clear 
understanding  of  which,  by  the  pupil,  will  serve  as  a  key 
to  subsequent  lessons.  To-day  I  occupy  some  time  in 
explaining  some  principles,  to  a  class  of  twenty,  of  which 
your  child  is  a  member,  but,  unfortunately,  an  absent 
one.  To-morrow  he  comes  to  school,  but  is  unable  to 
comprehend  and  perform  the  exercises  of  the  day,  on 
account  of  his  absence  the  previous  day.  What,  there- 
fore, must  be  done'?  Certainly  one  of  two  things.  I 
must  either  devote  time  and  strength,  which  belong  to 
the  whole  school  (and  which  the  school  needs),  and 
repeat  the  explanations  given  in  his  absence,  or  I  must 
25 


290  COMMON    SCHOOL    EDUCATION. 

FREQUENT  ABSENCE   PREVENTS   IMPROVEMENT. 

leave  him  to  grope  along  in  the  dark,  as  best  he  can,  and, 
probably,  to  become  disgusted  with  his  school  and  its 
studies.  He  will  not  only  droop  himself,  but  will  exert 
a  withering  and  disheartening  influence  upon  the  other 
scholars. 

Our  schools  cannot  accomplish  the  highest  amount  of 
good,  unless  the  children  are  regular  and  constant  in 
their  attendance.  How  often  is  it,  that  scholars  of  good 
natural  abilities  are  connected  with  a  good  school,  month 
after  month,  and  year  after  year,  and  yet  make  but  little, 
if  any,  progress !  They  retain  seats  in  school,  and,  when 
perfectly  convenient,  and  consistent  with  other  arrange- 
ments, they  occupy  them, —  and  do  little  else.  They  are 
neither  prepared  to  enter  a  regular  class,  nor  to  continue 
there,  if  allowed  to  join.  They  feel  no  interest  in  the 
school,  nor  in  the  studies  thereof;  and  often,  by  their 
habits  of  idleness  and  inattention,  they  become  a  positive 
injury  to  the  whole  school.  Teachers  are  incompetent 
to  impart  any  new  light  to  such  comet-like  pupils  as  some 
are ;  —  comet-like  in  some  respects,  but  most  unlike  in 
others, — they  appear  and  disappear,  but  when  and  how 
they  will  reappear,  no  mortal  can  predict,  with  the  slight- 
est degree  of  certainty.  A  desirable  interest  and  fail 
improvement  cannot  be  exhibited  by  children,  who  are 
allowed  to  be  frequently  absent.  If  the  making  or 
receiving  of  visits,  the  performance  of  some  unimportant 
errand,  or  an  engagement  for  some  momentary  pleasure 
or  gratification,  is  allowed  to  trespass  upon  school-duties, 
children  will  be  taught,  in  the  most  unequivocal  manner, 
to  look  upon  their  school  as  of  trifling  imj>ortance.  It  is 
a  duty  the  most  imperative,  on  the  part  of  parents,  to 
train  up  their  sons  and  daughters  to  regard  their  -  scho  i] 


A  TEACHER'S  APPEAL  TO  PARENTS.  291 


THE   TRUANT  S   COURSE. 


and  its  exercises,  for  the  time  being,  as  paramount  to 
all  things  else.  By  being  allowed  to  absent  themselves, 
at  first  by  permission  of  parents,  for  some  inconsiderable 
purpose,  they  will  soon  be  tempted  to  let  some  favorite 
amusement  draw  them  from  the  school-room,  and  that, 
too,  without  the  consent  or  knowledge  of  their  parents 
or  guardians, —  as  truants.  Could  parents  but  realize 
the  dangers  that  cluster  around  the  truant's  path,  with 
what  care  and  watchfulness  would  they  labor  to  secure 
the  regular  attendance  of  their  children  !  How  earnestly 
and  perseveringly  would  they  endeavor  to  instil  into 
their  minds  a  love  for  school,  and  its  wholesome  regula- 
tions !  Let  us,  for  one  moment,  consider  the  truant's 
downward  course.  Think  of  him  as,  for  the  first  time, 
disgusted  with  lessons  which  his  frequent  absences  have 
rendered  him  unable  to  comprehend  or  commit,  with  a 
trembling  and  faltering  heart  he  so  far  stifles  the  voice 
of  conscience,  as  to  disobey  parents  and  teacher,  and 
spend  the  hours  of  school  in  idle  pleasure  or  wanton 
mischief.  See  him  as  he  goes  on,  from  step  to  step, 
until  he  totally  disregards  the  kind  monitions  and  advice 
of  his  best  friends,  and  becomes  the  associate  of  kindred 
and  more  depraved  spirits,  and,  with  them,  becomes  an 
outcast  from  respectable  society.  He  hates  his  school 
and  his  teacher ;  disregards,  and  even  abuses,  his  parents ; 
forsakes  the  house  of  worship  and  the  Sunday-school ; 
violates  the  Sabbath,  and  becomes  a  seven  days'  truant ! 
Is  not  his  case  a  lamentable  one?  But  the  worst  and 
darkest  of  the  picture  is  yet  in  prospect.  From  dis- 
obedience and  truantism,  he  goes  on  to  dissipation  and 
crime.  He  disregards  truth,  becomes  profane  and  dis- 
honest, and  plunge^  into  the  very  vortex  of  revelry  and 


292  COMMON   SCHOOL   EDUCATION. 


A   SAD    PICTURE. 


vice, —  becoming  the  vilest  of  the  vile,  and  basest  of  the 
base.  Behold  him,  after  the  lapse  of  a  few  short  years ; 
his  mind  corrupted  and  enervated,  his  talents  prostrated, 
and  his  physical  constitution  a  mere  wreck  of  what  it 
should  have  been,  and  might  have  been  !  His  associates 
and  partners  in  degradation  have  abandoned  him.  In 
view  of  his  wretchedness  and  loneliness,  he  becomes  the 
desperate  author  of  some  crime,  which  will  call  upon  his 
ruin-devoted  head  the  just  vengeance  of  an  outraged 
community  and  violated  laws.  His  confinement  as  a  base 
criminal  recalls,  in  some  degree,  his  long-lost  senses,  and 
arouses  him  to  a  state  of  consciousness  and  remorse.  He 
reflects  on  the  past ;  thinks  of  his  once  happy  home, — 
of  his  beloved  though  much-abused  parents,  brothers, 
sisters,  and  friends.  He  thinks,  too,  with  bitter  anguish, 
of  the  district  school,  whose  slighted  privileges  consti- 
tuted the  first  step  in  his  downward  career.  Then,  from 
what  was,  and  what  might  have  been,  he  ponders  the 
reality,  and  his  future  prospects.  He  views  himself  as  a 
ruined,  wretched,  forsaken,  miserable  outcast.  His 
guilty  conscience,  whose  voice  has  been  so  long  stifled  or 
unheeded,  now  haunts  and  goads  him.  deepening  his 
misery  and  anguish,  until,  at  length,  in  a  fit  of  despera- 
tion, he  seizes  the  suicidal  steel,  and,  in  a  moment,  it 
pierces  his  throbbing  and  aching  heart,  and  his  disem- 
bodied spirit  goes  unbidden  to  Him  who  gave  it !  Call 
this  no  fancy-sketch,  for  it  has  often  been  made  a  real- 
ity by  many  who  have  been  more  than  lost  to  society 
and  friends.  And,  methinks,  if  you  will  visit  yondei 
prison-house,  now  crowded  with  wretched  and  doomed 
victims  of  i^rime,  and,  as  you  call  upon  them  in  their 
gloomy  and  lonely  cells,  ask  them  where  commenced 


A    TEACHERS    APPEAL    TO    PARENTS.  293 


EVILS    OF   ABSENCE. 


their  downward  career.  The  answer  from  many  would 
be,  "  We  were  truant  boys,  and  from  that  we  trace 
our  present  condition  of  guilt  and  degradation."  And.  if 
such  is  ei'er  the  case, —  and  who  can  doubt  it? — with 
what  diligence  should  parents  watch,  to  counteract  every 
influence  which  may  have  the  least  tendency  to  teach 
their  children  that  their  school  is  unimportant,  and  may 
be  made  secondary  to  amusements,  or  trifling  engagements 
of  any  kind ! 

Some  one  has  thus  "summed  up"   the  unfavorable 
results  of  unnecessary  absence : 

1.  If  a  boy  learns   to  feel   that  he   may  leave   his 
duties  as  a  scholar  for  trivial  causes,  for  causes  equally 
trivial  he  will  forsake  his  business  \vhen  a  man. 

2.  The  time  of  the  teacher  and  the  whole  school  ia 
wasted,  while  this  absence  is  being  recorded. 

3.  The  teacher's  time  is  wasted,  in  reading  and  record- 
ing the   delinquent's   excuse,  when   he   returns  to  the 
school. 

4.  He  interrupts  the  exercises  of  the  teacher,  or  some 
part  #f  the  school,  in  finding  the  places  at  which  his 
various  lessons  commence. 

5.  He  has  lost  the  lesson  recited  yesterday,  and  does 
not  understand  that   portion   of  to-day's  lesson  which 
depends  upon  that  of  yesterday ;  and  such  dependence 
usually  exists. 

6.  Tli3    teacher's   time   and    patience   are  taxed   in 
repeating  to  him  the   instructions  of  yesterday ;  which, 
however,  for  want  of  study,  he  does  not  clearly  appre- 
ciate. 

7.  The  rest  of  the  class  are  deprived  of  the  instruction 
of  their  teacher,  while  he  is  teaching  the  delinquent. 

25* 


-94  COMMON    SCHOOL    EDUCATION. 


UNSEASONABLE    ATTENDANCE. 


8.  The  progress  of  the  rest  of  the  class  is  checked, 
and  their  ambition   curbed,  by  waiting   for   the   tardy 
delinquent. 

9.  The    pride   of  the   class   is   wounded,    and   their 
interest  in  their  studies  abated,  by  the  conduct  of  the 
absentee. 

10.  The  reputations  both  of  teacher  and  school  suffer, 
upon  days  of  public  examination,  by  failures,  which  are 
chargeable  to  the  absence,  and  not  to  the  instruction. 

11.  The  means  generously  provided  for  the  education 
of  the  delinquent  are  wrongfully  wasted. 

12.  He  sets  a  pernicious  example  for  the  rest  of  the 
school,   and   usually   does   some   actual   mischief  while 
absent. 

But,  leaving  this  point,  on  which  I  have  enlarged,  in 
view  of  its  great  importance,  let  us  briefly  consider  one 
or  two  of  the  more  prominent  objections  to  unseasonable 
attendance. 

1.  If  children  are  allowed  to  be  tardy  in  their  attend- 
ance at  school,  they  will  be  prone  to  undervalue 
punctuality  in  other  affairs.  Children  should  be  taught 
to  look  upon  their  school  as  of  paramount  importance, 
and  regard  the  school-room  as  their  workshop, —  the 
place  of  business  for  them ;  -and  no  concern  of  a  second- 
ary nature  should  be  allowed  to  interfere,  in  the  least 
degree,  with  its  appropriate  exercises.  It  is  extremely 
desirable  that  you  impress  strongly  upon  the  minds  of 
your  children  the  fact,  that  whatever  is  worth  doing  at 
all  should  be  done  well,  and  at  the  proper  time.  Teach 
them  that  punctuality  in  the  discharge  of  every  duty  is 
of  the  highest  importance;  and,  if  you  train  them  to 
observe  it  punctiliously  in  relation  to  their  school,  they 


A  TEACHER'S  APPEAL  TO  PARENTS.    295 


EVILS   OF   TARDINESS. 


will  be  likely  to  do  the  same  in  every  duty  of  subsequent 
life.  In  this  way,  they  will  form  a  habit  of  inestimable 
value. 

But  I  have  considered  the  evils  of  unseasonable  attend- 
ance only  in  relation  to  its  effect  upon  him  who 
trespasses.  I  will  briefly  allude  to  another  objection  to 
the  habit,  which  is, 

2.  That  children  who  enter  the  school-room  at  a 
late  hour  interrupt  the  order  of  the  school,  and  inter- 
fere with  some  passing  exercises,  in  which,  perhaps, 
they  should  have  a  part.     Thus  a  whole  school  is  often 
made  to  suffer  from  the  deviation  of  a  few.     In  some 
schools,  much  time  is  actually  lost,  on  every  half-day,  by 
the    dilatoriness    of   individual   members.      You   have,, 
doubtless,    noticed   the    effect   upon   a   congregation   at 
church  caused  by  the  late  entrance  of  persons ;  and  I 
will  leave  this  point,  by  merely  suggesting  the  analogy, 
between  the  two.  to  your  own  mind, —  being  convinced 
that  due  reflection  will  induce  you  to  regard  the  whole 
matter  in  its  true  light,  and  act  accordingly. 

Before  closing  this  subject,  I  will  call  your  attention 
to  one  more  evil,  similar  in  its  effects  to  that  we  have 
just  considered.  I  allude  to  the  habit  of  leaving  school 
before  the  regular  hour  of  dismission.  Children  very 
frequently  bring  notes  from  their  parents,  requesting 
their  dismission  at  an  early  hour;  and,  if  all  such 
requests,  in  some  schools,  should  be  complied  with,  the 
exercises  of  the  last  hour  woula  be  constantly  inter- 
rupted by  those  who  should  thus  leave. 

3.  Encourage  your  children  to  respect   and  obey 
the  rules  and  requirements  of  their  teacher. 

This  is  highly  necessary  for  their  proper  advancement 


296  COMMON   SCHOOL   EDUCATION. 

THE  TEACHER'S  FAMILY. 

and  happiness  while  at  school.  Induce  them  to  look 
upon  their  instructor  as  your  and  their  friend,  and  to 
regard  all  his  regulations  as  designed  for  their  good.  If, 
in  any  of  my  arrangements,  or  in  the  execution  of  my 
plans,  you  shall  think  I  have  erred,  or  that  your  chil- 
dren have  suffered,  or  been  neglected,  you  will  confer  a 
favor  by  making  known  to  me,  freely,  your  feelings  or 
apprehensions.  Come  in  the  spirit  of  kindness,  and  I 
will  promise  to  receive  you  kindly,  and  answer  every 
reasonable  inquiry.  I  may  sometimes  err, —  it  will  l-e 
strange  if  I  do  not.  Perhaps  you  feel  that  you  some- 
times misjudge,  or  act  unwisely,  in  the  management  of 
your  own  children.  Will  you  consider  that  I  am  called 
upon  to  control  arid  instruct  the  collected  families  of  the 
neighborhood  7 

I  have  under  my  care  a  multitude,  whose  home  influ- 
ences and  discipline  are  widely  different.  The  children 
from  no  two  families  are  alike.  Yet  they  must  be  united 
and  governed  as  one  large  family.  Some  are  mild,  kind 
and  affectionate, —  ever  anxious  to  know,  and  ready  to 
obey,  every  wish  of  their  teacher;  while  others  are 
rough,  uricourteous,  and  obstinate, —  apparently  most 
pleased  when  they  are  doing  wrong,  interrupting  the 
school,  and  annoying  their  instructor.  These  opposite 
characters  and  elements  actually  exist,  in  most  schools  ; 
and  it  would  be  wonderful,  indeed,  if  teachers  could  decid  j 
and  act,  upon  every  occasion,  and  in  every  emergency, 
in  such  a  manner  as  t»  meet  universal  approval.  I  fee! 
that  I  may  sometimes  do  wrong.  Let  us  remembe.- 
that  "  To  err  is  human, —  to  forgive,  divine!"  But  so 
long  as  yo«  have  sufficient  confidence  in  the  school  and 
ite  operations,  to  induce  you  to  send  your  children,  let 


A  TEACHER'S  APPEAL  TO  PARENTS.          297 

OBEDIENCE   AND   REGARD   FOR   RIGHT. 

me  beseech  you  to  teach  them  to  regard  every  rule  and 
requisition  with  conscientious  strictness.  In  this  way, 
you  may  do  much  for  me  and  much  for  them. 

If  you  hear  reports  from  your  children  (and  this 
should  be  done  with  much  caution),  or  otherwise,  reflect- 
ing upon  the  management  of  the  school,  or  treatment  of 
individual  members,  do  not  too  readily  confide  in  all 
you  hear.  If,  however,  you  really  think  there  is  good 
ground  for  such  reports,  call  upon  me,  and  ascertain  all 
the  particulars,  remembering  the  somewhat  trite  sayings, 
that,  "  There  are  two  sides  to  a  question,"  and  that. 
"  Circumstances  alter  cases."  If  you  pursue  this  course, 
in  the  spirit  of  love  arid  kindness,  you  will,  in  most 
cases,  find  that  great  exaggerations  and  perversions  have 
been  made ;  —  sometimes,  perhaps,  intentionally,  but, 
more  frequently,  from  the  misunderstanding  or  miscon- 
ception peculiar  to  childhood. 

4.  Encourage  your  children  to  be  orderly,  and 
studiously  to  regard  right. 

Youth  are  frequently  tempted,  by  the  example  of 
vicious  associates,  to  violate  the  rules  of  good  behavior, 
and  spend  their  time  in  idle  mischief,  or  vain  pursuits. 
As  you  cannot  always  keep  them  removed  from  per- 
nicious influences,  and  depraved  companions,  do  all  in 
your  power  to  form  in  them  an  abhorrence  of  all  that 
is  evil,  and  a  deep  regard  for  everything  that  is  "  lovely 
and  of  good  report."  So  train  them,  that  they  may 
come  in  contact  with  vice  without  being  contaminated ; 
nay,  more  than  this,  that  their  own  upright  conduct,  and 
pure  conversation,  may  exert  a  salutary  influence  upon 
those  who  manifest  no  love  for  virtuous  acts. 

Imjrove  every  fit  opportunity  to  impress  upon  their 


298  COMMON   SCHOOL   EDUCATION. 

STUDIOUS    HABITS. 

minds  the  ruinous  consequences  of  vice  and  idleness ; 
and,  at  the  same  time,  show  them  that,  "  Wisdom's  ways 
are  pleasantness,  and  all  her  paths  are  peace."  Teach 
them  to  avoid  trifling  deviations, —  to  do  right  at  all 
times  and  on  all  occasions,  because  it  is  right,  and 
because,  by  so  doing,  they  will  be  more  happy  and  useful. 
Teach  them  that  it  is  better  to  "  suffer  wrong  than  to 
do  wrong;"  and  that  the  fact,  that  wrong  has  been  done 
to  them,  is  no  reason  why  they  should  do  wrong  in 
return.  Tell  them  that  kindness  will  allay  wrath,  and 
that  it  is  more  noble  and  manly  to  return  "good  for 
evil,"  than  to  give  "reviling  for  reviling."  Teach  them 
to  feel  that  if  they  would  be  truly  wise,  and  great,  and 
happy,  they  must  first  be  truly  good. 

As  you  meet  your  children  at  the  cbse  of  the  day, 
occupy  a  few  minutes  in  conversing  with  them  respect- 
ing the  manner  in  which  they  have  spent  the  day.  Ask 
them  to  reflect,  and  consider  if  they  have  not  done  some 
works  which  "  need  to  be  repented  of ; "  and  direct  them 
to  the  Author  of  their  existence  for  pardon,  and  to  the 
fountain  of  all  wisdom  for  future  guidance  and  support. 
Then  may  you  hope  to  see  them  become  an  honor  and  a 
blessing  to  you,  and  to  the  community. 

5.  Encourage  your  children  to  be  studious,  by 
manifesting  an  interest  in  their  lessons. 

Improve  every  suitable  occasion  to  converse  with  them 
concerning  their  studies  :  and  do  all  you  can  to  convince 
them,  that  the  more  diligent  and  faithful  they  are  now, 
the  brighter  will  be  their  prospects  for  future  usefulness 
and  happiness.  Do  all  in  your  power  to  inspire  them 
with  a  love  for  knowledge,  as  a  source  of  gratification 
and  improvement.  In  the  morning,  enjoin  upon  them 


A  TEACHER'S  APPEAL  TO  PARENTS.    299 


VISITING   SCHOOLS. 


the  great  importance  of  diligence  during  the  hours  of 
school ;  and  at  night,  inquire  respecting  the  studies  of 
the  day,  and  ascertain  what  new  ideas  have  been 
acquired,  what  facts  have  been  stored  up,  what  difficul- 
ties overcome,  what  kindly  acts  performed.  Induce 
them  to  examine,  to  investigate,  to  think.  In  a  word, — 
do  all  you  can  to  cause  them  to  feel  the  great  advantages 
of  education,  and  the  necessity  of  patient  application  to 
obtain  it.  You  will  thus  increase  their  interest,  and 
cause  them  to  regard  with  pleasure  exercises  that  would, 
otherwise,  appear  dull  and  unimportant. 

6.  Improve  every  convenient  occasion,  in  visiting 
the  school. 

In  this  way,  you  can  do  much  to  stimulate  and  cheer 
your  children  and  their  teacher.  I  do  not  ask  you  to 
come,  that  you  may  assist  in  conducting  the  exercises  of 
the  school, —  but  come  to  see  and  to  hear,  and  thus  give 
some  real  evidence  that  you  feel  an  interest  in  the  sub- 
ject of  education.  Children  often  attend  school  month 
after  month,  and  see  no  parent  within  the  room.  The 
teacher  urges  upon  their  consideration  the  great  value  of 
knowledge  day  after  day,  and  repeats  his  earnest  desire 
for  their  improvement ;  but  often  his  words  and  interest 
are  almost  neutralized  by  the  indifference  and  inattention 
of  their  dearest  friends.  They  begin  to  think  that 
education  is  of  little  consequence,  and  that  it  matters 
not  whether  they  are  industrious  or  idle.  As  they  never 
see  their  parents  within  the  school-room,  they  begin  to 
think  that  their  teacher  is  the  only  individual  interested 
in  their  progress,  and  that  he  is  so,  because  it  is  in  the 
way  of  his  business.  Hence  a  teacher's  injunctions. and 
example  often  fall  powerless,  for  the  want. of  the  quick- 


300  COMMON    SCHOOL    EDUCATION. 


GOOD    EFFECTS    OF   SCHOOL    VISITS. 


ening  influences  of  a  parent's   interest,  and  a  parent's 
endorsement. 

In  passing  through  manufacturing  villages,  we  fre- 
quently notice  over  the  doors  of  certain  buildings,  in 
large  characters,  "  No  ADMITTANCE,  EXCEPT  ON  BUSI- 
NESS." Plain  and  positive  as  this  inscription  appears  to 
be,  it  does  not  always  prove  effectual.  Yankee  curiosity, 
and  Yankee  ingenuity,  will  contrive  to  gain  entrance.  I 
have  sometimes  thought  that,  if  the  word  "  SCHOOL- 
HOUSE"  should  be  inscribed  over  the  entrance,  those 
within  would  never  suffer  the  slightest  annoyance  from 
visitors.  I  trust,  however,  that,  so  far  as  our  school 
is  concerned,  the  writing  over  the  door-way  may  be, 
"  EVERY  PARENT  AND  CITIZEN  HAS  AN  INTEREST  IN 
THE  BUSINESS  TRANSACTED  WITHIN,  AND  MAY  AT  ALL 
TIMES  HAVE  A  FREE  ADMITTANCE,  AND  FEEL  AT  PER- 
FECT LIBERTY  TO  INSPECT  THE  OPERATIONS  OF  THOSF 

WITHIN  !  " 

If,  therefore,  you  have  never  been  in  the  habit  of 
visiting  your  children's  school,  let  me  affectionately  invite 
you  to  begin  the  practice.  It  will  increase  your  own 
interest,  and  redouble  theirs.  Whenever  you  may  have 
a  leisure  hour,  will  you  not  come  and  spend  it  with  your 
children,  and  listen  to  their  recitations  1  Depend  upon 
it,  if  you  will  adopt  this  course,  their  zeal  and  studl^us- 
ness  will  be  greatly  increased ;  and  they  will  cheerfully 
apply  themselves  to  prepare  their  daily  exercises,  when 
they  feel  that  their  father  or  their  mother  may  be  present 
when  they  are  called  upon  to  recite, —  for  what  child  will 
not  be  ambitious  to  do  well  at  such  a  time  ?  But  I  must 
leave  the  subject  with  you,  hoping  that  you  will  carefully 
consider  its  importance. 


A  TEACHER'S  APPEAL -TO  PARENTS.    301 


THE    BOOKS    TO    BE    READ. 


7.  Have  a  regard  to  the  character  of  the  books 
your  children  read,  and  see  that  they  read  under- 
standingly. 

Of  making  books  there  is  no  end ;  and,  if  all  books 
were  good  books,  we  might  wish  there  would  be  no  end. 
It  is,  however,  a  lamentable  fact,  that  many  books  and 
pamphlets  are  published,  of  which  every  philanthropist 
would  wish,  not  only  that  there  might  be  an  end,  but 
also,  that  there  had  never  been  a  beginning. 

The  press  is  teeming  with  publications,  not  of  ques- 
tionable utility  merely,  but  of  a  character  truly  immoral 
and  licentious.  These  are  printed  in  an  attractive  and 
cheap  form,  and  scattered  broadcast  through  the  commu- 
nity, contaminating  and  ruining  the  susceptible  minds  of 
the  young.  The  fruits  of  these  productions  may  be 
silver  and  gold  to  the  makers  and  venders ;  but,  to  the 
community,  they  are  vanity,  idleness,  intemperance, 
licentiousness,  anarchy,  poverty,  misery,  and  destruction. 

I  feel  that  I  am  safe  in  asserting,  that  many  a  noble 
mind  has  been  lost  to  itself,  to  friends,  and  to  the  public, 
through  the  influence  of  light  and  immoral  reading. 
Precious  time  has  been  frittered  away,  bright  talents 
have  been  prostituted  and  perverted,  health  has  been 
impaired,  property  wasted,  and  the  happiness  of  whole 
families  and  neighborhoods  destroyed,  by  the  perusal 
of  the  publications  to  which  I  allude.  I  need  not  name 
particular  books. 

I  fear  some  may  be  found  on  the  shelves  of  our  most 
respectable  book-stores.  Many  of  the  "  Tales,"  and 
"Mysteries,"  &c.,  stories  of  "shocking  murders  and 
piracies,"  and  even  many  of  the  "  Almanacs,"  that  are 
so  freely  circulated,  are  unworthy  of  a  place  in  any 
26 


302  COMMON    SCHOOL    EDUCATION. 

SUITABLE    BOOKS    AND    HABIf   OF    READING. 

respectable  house ;  and  I  hope  the  day  will  come,  when 
our  principal  booksellers  will  have  a  conscientious  regard 
to  the  character  of  the  works  they  sell. 

The  man  who,  at  the  present  day,  sells  intoxicating 
drinks,  is  regarded  as  an  enemy  to  mankind ;  and  why 
should  we  not  look  upon  that  man  in  the  same  light, 
who,  for  the  sake  of  gain,  aids  in  circulating  books  which 
will  poison  the  mind,  and  deaden,  or  pervert,  all  the  finer 
and  nobler  sensibilities  of  the  soul'?  But,  so  long  as 
there  exists  in  the  community  a  demand  for  trifling  and 
6ctitious  reading,  so  long,  I  fear,  will  the  demand  be 
supplied  by  men,  whose  chief  object  is  gain. 

But  I  wish,  at  the  present  time,  merely  to  call  your 
attention  to  the  subject,  as  regards  your  own  children. 
It  is  very  desirable  that  they  should  spend  a  portion  of 
their  time  in  reading ;  and,  if  they  read  suitable  books 
in  a  proper  manner,  they  cannot  spend  it  more  profit- 
ably. Therefore,  I  most  earnestly  urge  you  to  see  that 
your  children  read  only  such  books  as  will  impart  to  them 
useful  information  and  wholesome  moral  instruction, — 
such  books  as  will  tend  to  make  them  wiser  and  better. 
Do  what  you  can  towards  the  establishment  and  support 
of  school-libraries,  and,  in  this  way,  you  may  do  much 
for  the  improvement  and  happiness  of  the  rising  genera- 
tion. I  also  invite  you  to  do  what  you  can  to  keep  them 
from  a  hasty  and  superficial  manner  of  reading.  Such 
reading  cannot  be  productive  of  much  good,  and  only 
tends  to  distract  and  weaken  the  mind.  Induce  them  to 
read  with  a  strong  desire  to  acquire  knowledge.  Ques- 
tion them  often  respecting  what  they  have  read ;  and,  if 
their  views  are  vague  and  indefinite,  urge  them  to 
re-peruse,  in  order  that  they  may  gain  and  impart 


A  TEACHER'S  APPEAL  TO   PARENTS  €03 


KINDNESS    AND    COURTEOUSXESS. 


knowledge.  If  you  will  pursue  this  course,  I  feel  con- 
vinced that  you  will  exert  a  most  salutary  influence,  not 
only  upon  your  children,  but,  through  them,  upon  the 
community. 

8.  Aid  me  in  my  endeavors  to  check  selfishness  and 
promote  a  spirit  of  kindness  and  forbearance. 

Much  of  the  unhappiness  and  trouble  of  life  come 
from  a  spirit  of  selfishness, —  a  feeling  that  everything 
must  yield  to  one's  own  desires,  regardless  of  time  or 
circumstances.  It  is  sometimes  the  case  that  children 
are  indulged  in  every  real  and  imaginary  want  while  at 
home,  and,  when  they  go  to  school  or  elsewhere,  they 
feel  sadly  injured  and  abused,  if  they  cannot  have  the 
same  indulgences.  Such  ones  will  find  trouble  and  dis- 
appointment at  every  step.  May  I  not  ask  that  we  may 
cooperate  in  endeavoring  to  train  the  young  to  regard 
the  rights  of  others,  and  to  treat  all  with  a  true  spirit  of 
kindness  and  forbearance  ?  May  we  not  do  what  we  can 
to  lead  them  to  seek  for  that  which  will  be  for  their  true 
good  and  happiness,  rather  than  for  the  indulgence  of 
some  favorite  notions  or  wishes?  May 'not  their  happi- 
ness be  increased,  by  leading  them  to  feel  an  interest  in 
the  desires  and  rights  of  their  associates,  and,  at  times, 
to  give  up  their  own  wishes,  in  order  to  gratify  or  oblige 
others?  May  we  not,  then,  strive  to  convince  them  that 
in  many  cases  it  is  really  "  more  blessed  to  give  than 
to  receive,"  —  more  conducive  to  true  happiness  to  do  a 
favor,  than  it  is  to  receive  one. 

9.  Cultivate,  in  your  children,  habits  of  tr  ue  polite- 
ness and  courtesy. 

True  education  requires  the  full  development  and 
exercise  of  the  better  feelings, of  the  heart,  and  the 


304  COMMON    SCHOOTi    EDUCATION. 


EFFECTS    OF    POLITENESS. 


proper  culture  of  these  will  exhibit  themselves  in  out- 
ward actions  and  expressions.  Indeed,  we  are  much 
inclined  to  form  an  estimate  of  those  with  whom  we  meet 
or  associate,  from  their  mode  of  address,  and  from  exter- 
nal appearances.  If  they  are  coarse  and  rude  in  their 
manners,  rough  and  undignified  in  their  salutations  and 
remarks,  or  uncourteous  and  abrupt  in  their  answers,  we 
are  inclined  to  avoid  them,  and  regard  them  as  unkind 
and  uncompanionable.  We  do  not  expect  to  find  much 
that  is  attractive  in  them;  and.  if  they  possess  some 
worthy  qualities,  their  first  appearance  is  so  repulsive, 
that  we  are  hardly  prepared  to  witness  any  subsequent 
evidence  of  real  humanity  and  goodness. 

Again,  we  meet  with  those,  whose  dignified  and  manly 
demeanor,  social  and  free  manner,  combined  with  true 
politeness  and  civility,  at  once  attract  and  charm  us.  In 
every  act  and  expression,  they  furnish  such  indubitable 
evidence  of  good  breeding,  and  so  kind  a  regard  for  the 
feelings  of  others,  that  we  look  upon  them  as  noble  speci- 
mens of  a  noble  race.  We  can  hardly  imagine  that  they 
can  or  will  be  guilty  of  any  wrong  or  undignified  act. 
By  their  pleasant  and  obliging  manners,  they  command 
the  respect  and  esteem  of  all  with  whom  they  associate, 
and  gain  an  influence  which  will  be  really  irresistible. 
Inasmuch,  then,  as  true  courteousness  contributes  so 
much  to  make  one  an  agreeable  companion,  and  thus  adds 
to  his  pleasant  influences,  is  it  not  worthy  of  our  united 
efforts  to  do  what  we  can  to  instil,  into  the  young,  feel- 
ings of  true  politeness,  so  that  they  may,  at  all  times,  in 
all  places,  and  under  all  circumstances,  act  a  "manly 
part"?  While  unkind  words,  and  abrupt  answers  and 
expressions,  never  do  good,  pleasant  tones,  kindly  word? 


A  TEACHER'S  APPEAL  TO  PARENTS.    305 

THE   DEFINITION    OF    "GENTLEMAN." 

ami  civil  answers,  always  command  admiration  and  attract 
attention.  So  much  of  the  happiness  of  a  family,  school 
or  community,  depends  upon  the  proper  manifestation 
:>f  kintlly  expressions,  in  relation,  even,  to  every-day 
greetings,  that  too  much  care  cannot  be  taken  rightly 
to  train  and  influence  the  young,  so  that  they  may 
become  gentlemen  in  the  truest  and  best  sense  of  the 
term.  "A  gentleman,"  says  Bishop  Doane,  "is  gentle. 
A  gentleman  is  modest.  A  gentleman  is  courteous.  A 
gentbnrm  is  generous.  A  gentleman  is  slow  to  tako 
offence,  as  being  one  that  never  gives  it.  A  gentleman 
is  slow  to  surmise  evil,  as  being  one  that  never  thinks  it. 
A  gentleman  goes  armed  only  in  consciousness  of 
right.  A  gentleman  refines  his  tastes.  A  gentleman 
subdues  his  feelings.  A  gentleman  Cuntrols  his  speech. 
A  gentlomun  deems  every  other  better  than  himself.  Sir 
Philip  Sidney  was  never  so  much  a  gentleman, —  mirror 
though  he  was  of  England's  knighthood, —  as  when,  upon 
the  field  of  Zutphen,  as  he  lay  in  his  «wn  blood,  he 
waived  the  draught  of  cold  spring-water  that  was 
brought  to  quench  his  mortal  thirst,  in  favor  of  a  dying 
soldier." 

Let  me,  therefore,  affectionately  invite  you  to  induce 
your  children  to  be  respectful,  obliging,  and  gentlemanly, 
in  all  their  actions  and  expressions.  The  true  spirit  nirl 
exercise  of  politeness  will  deter  them  from  the  commis- 
sion of  many  rude  acts,  and  exert  a  controlling  and 
salutary  influence  over  their  whole  conduct. 

Before  I  close,  allow  me  to  repeat  the  points  1  have 
placed   before   you,    the   observance   of  which    will    be 
most  beneficial  to  your  children,  and,  through  them,  tc 
all  with  whom  they  associate. 
26* 


306  COMMON    SCHOOL    EDUCATION. 

"THE    SUMMING    UP." 

1.  Send  your  children  to  school  seasonably  and  con- 
stantly. 

2.  Encourage  them  to  respect  and  obey  the  rules  and 
requirements  of  their  school. 

3.  Encourage  them  to  be  orderly,  &c. 

4.  Encourage  them  to  be  studious. 

5.  Visit  them  at  school. 

6.  Have  a  regard  to  the  character  of  the  books  your 
children  read,  and  see  that  they  read  understandingly. 

7.  Aid  me  to  check  selfishness,  and  promote  a  spirit 
of  kindness  and  forbearance. 

8.  Cultivate  in  your  children  habits  of  politeness  and 
courtesy. 

These  duties,  and  others  growing  out  of  them,  perform 
faithfully,  and  you  will  find  a  most  abundant  reward  in 
the  increased  interest  of  your  children,  and  their  growth 
in  knowledge  and  virtue. 

With  affectionate  regard, 

•  Your  friend,  and  your  children's 

TEACHEB. 


CHAPTER  VIII. 

PARENTS  SHOULD  BE  CANDID  AND  CHABI- 
TABLE. 

PARENTS  are  sometimes  too  ready  to  listen,  approv- 
ingly, to  the  complaints  of  their  children,  and  often 
censure  the  instructor  without  sufficient  reason.  I  would 
not  be  understood  to  say  that  teachers  always  pursue  a 
course  above  censure,  or  that  they  always  do  things  in 
the  best  or  most  prudent  manner.  They  are  but  men, 
with  the  infirmities  of  men,  and  need  the  heartfelt  sym 
pathies,  the  encouragement,  and  cheerful  cooperation,  of 
their  patrons.  In  the  formation  and  execution  of  their 
plans,  they  must  be  allowed  to  pursue  their  own  course, 
nor  should  they  be  expected  to  coincide  with  the  views 
and  wishes  of  all.  This  would  be  impossible,  as  there 
are  widely-differing  views  among  their  patrons.  Parents 
are  often  —  unconsciously,  I  doubt  not — guilty  of  causing 
much  injury  to  schools,  by  manifesting  an  interest  in  all 
the  little  antipathies  which  their  children  may  have  con- 
tracted, and  by  sympathizing  with  them  in  all  the  little 
wrongs,  real  or  imaginary,  to  which  they  have  been 
subjected. 

Probably  there  is  no  individual  whose  motives  and 
proceedings  are  so  often  and  so  grossly  misconceived 
and  misrepresented,  as  are  those  of  the  school-teacher. 
This,  we  may  readily  see,  arises  from  the  very  nature  of 
his  employment.  H§  has  to  deal  with  the  mind  and 


303  COMMON    SCHOOL    EDUCATFON. 


UNREASONABLE    COMPLAINTS. 


passions  in  all  their  various  workings,  and  that  at  a  i 
age  when  reason  and  prudence  have  but  a  very  limited 
sway.  As  his  pupils  differ  in  disposition  and  undar- 
standing,  so  his  efforts  to  secure  order  and  obedience,  and 
his  incentives  to  exertion,  must  vary.  To  one  a  mere 
look  or  word  of  reproof  will  be  as  effectual  as  the  most 
severe  discipline  to  another ;  and  yet,  is  not  the  faithful, 
prudent,  and  skilful  teacher,  often  severely  censured,  and 
accused  of  partiality,  while  endeavoring  to  adapt  his 
mode  of  discipline  to  the  peculiar  disposition  of  an 
offender  ? 

A  conscientious  and  wise  instructor  will  consider  it  an 
important  part  of  his  duty  so  to  study  the  character  and 
peculiar  disposition  of  each  pupil  that  he  may  be  able  to 
pursue  that  course  of  discipline  which  will  best  secure 
the  reform  or  best  good  of  every  one.  But.  from  a 
want  of  proper  consideration  on  the  part  of  many  parents 
and  guardians,  this  is  made  a  fruitful  source  of  com- 
plaint and  fault-finding. 

A  teacher  may  pursue  that  course  which  experience 
and  observation  dictate  as  the  best,  and  which  an  interest 
in  the  welfare  and  improvement  of  his  pupils  prompts 
him  to  pursue,  and,  while  thus  acting,  and  thus  influenced 
by  the  purest  motives,  he  is,  perhaps,  represented  by 
one  as  being  too  severe,  by  another,  too  lax,  and  by 
many  as  partial  in  his  discipline ;  this  parent  complains 
that  his  children  have  not  studies  enough,  and  that 
because  his  has  too  many.  And  whence  comes  all  this 
complaint  with  parents  ?  Does  it  proceed  from  frequent 
visits  to  the  school-room,  and  from  actual  observation 
while  there?  By  no  means;  but  from  the  distorted 
statements  of  interested  and  ex  varte  witnesses, —  the 


PARENTS  SHOULD  BE  CANDID  AND  CHARITABLE.    309 


PUPIL   LIABLE   TO    BIASED    JUDGMENT. 


pupils  themselves ;  and  many  a  poor  teacher  is  tried, 
found  guilty,  condemned,  and  almost  executed,  without 
being  afforded  the  least  opportunity  for  self-defence,  and. 
perchance,  entirely  unconscious  of  the  crimes  or  devia- 
tions for  which  he  is  under  sentence. 

"But."  says  one,  "shall  parents  always  submit  to  what 
the  teacher  does  ?  Is  he  always  in  the  right,  and  parents 
and  children  in  the  wrong'?"  Certainly  not ;  the  teacher 
is  not  infallible ;  but  does  he  not,  or  ought  he  not,  best 
understand  his  own  business  ?  At  all  events,  will  it 
always  answer  to  rely  on  the  pupil's  judgment  ?  Will 
he  not  often  be  influenced  by  motives  similar  to  those 
of  the  lad,  who.  when  asked  by  his  teacher  in  what 
way  he  should  prefer  to  be  punished,  replied,  with  much 
readiness,  ' '  If  you  please,  sir,  according-  to  the  Ital- 
ian system  of  penmanship,  —  heavy  strokes  up,  down 
ones  light"  1 

If  parents  really  feel  that  the  teacher  has  erred,  and 
their  children  have  been  injured  or  neglected,  would  it 
not  be  better  to  go  directly  to  him,  and,  with  a  spirit  of 
candor  and  kindness,  make  known  their  feelings  ?  Pos- 
sibly, they  have  not  been  rightly  informed ;  or,  perhaps,  a 
false  coloring  has  been  given,  or  some  circumstances 
withheld ;  and,  upon  hearing  the  whole  story,  they  may 
become  fully  satisfied  that  no  injustice  or  wrong  has  been 
intended  or  committed.  In  most  cases,  such  would 
undoubtedly  be  the  result.  I  do  not  intend  to  assert 
that  most  children  design  to  make  false  statements ;  but 
they  are  so  easily  biased  and  prejudiced,  that  they,  fre- 
quently, imagine  many  things  which  exist  only  in 
imagination.  A  wrong  word,  an  improper  emphasis 


310  COMMON   SCHOOL   EDUCATION. 


EARLY  PREJUDICES  :  ANECDOTES. 


a  slight  omission  or  addition,  often  very  materially 
affects  an  account. 

Parents,  probably,  are  not  always  aware  of  the  nature 
and  extent  of  their  influence,  directly  and  indirectly, 
upon  their  children,  who  are  prone  to  like  or  dislike 
what  their  parents  like  or  dislike,  and  endeavor  to 
express  the  same  sentiment  that  they  hear  expressed  at 
the  fireside,  though  not  always  correctly.  Few  realize 
how  many  notions  and  prejudices  children  form,  under 
the  influence  of  those  with  whom  they  spend  most  of 
their  time. 

A  child,  being  asked  by  his  Sabbath-school  teacher, 
"Who  killed  Abel?"  promptly  replied,  "Gen.  Jack- 
son!" In  one  of  those  periods  of  high  political  excite- 
ment (whose  influence  upon  the  young  is  most 
deleterious),  she  had  heard  so  much  said  against  the 
general,  that  she  thought,  as  a  matter  of  course,  that  he 
was  a  general  murderer,  and  was  the  only  man  bad 
enough  to  commit  the  first  homicide  Another,  being 
asked  in  what  state  man  was  left  after  the  "  fall,"  readily 
answered,  "  Vermont."  Having  always  lived  in  that 
state,  and  having  heard  its  name  more  frequently  than 
any  other,  he  thought  it  the  only  state  in  which  any 
important  event  could  happen. 

Parents  should  feel  an  interest  in  the  results  of  the 
teacher's  labors. 

With  many,  perhaps  we  may  say.  with  most  parents, 
there  is  a  ready  inclination  to  render  the  instructor  of 
their  children  cheerful  and  prompt  cooperation  in  every 
desirable  particular ;  but  it  is  not  so  with  all.  In  most 
communities  may  be  found  those  perverse  dispositions 
which  know  not  what  it  is  to  lend  aid  in  any  good  work 


PARENTS  SHOULD  BE  CANDID  AND  CHARITABLE.    311 

LIMITED   INTEREST.  —  THE    DUTCHMAN. 

Capricious,  captious,  and  uneasy,,  they  can  find  nothing 
to  their  liking.  They  view  all  objects  and  operations 
with  a  jaundiced  eye.  With  such,  the  only  desirable 
thing  about  schools  is,  that  they  are  standing  objects, 
about  which  they  may  daily  vent  their  bitterness.  The 
children  of  these  parents  never  hear  their  teachers 
alluded  to,  except  it  be  in  language  the  most  derogatory 
and  abusive ;  and  they  enter  the  school-room  not  only 
without  a  single  prepossession  in  its  favor,  but  with 
heads  full  of  distorted  views  and  ill-conceived  preju- 
dices. 

There  is  another  class  of  parents  who  are  perfectly 
willing  to  throw  all  responsibility  upon  the  teacher,  with 
little  or  no  interest  in  the  result.  They  are  ready  to 
•furnish  books,  and  supply  all  the  external  school- wants 
of  their  children ;  and,  beyond  this,  manifest  no  interest. 
In  employing  a  teacher,  and  sending  their  children  to 
school,  they  feel  that  their  entire  obligation  ceases  ;  and, 
if  things  go  to  destruction,  it  is  no  concern  of  theirs, 
and  they  feel  no  interest  in  preventing  it.  They  are,  in 
some  respects,  AS  independent  and  regardless  of  results 
as  was  the  Dutchman,  who,  having  given  very  willingly 
the  sum  of  five  hundred  dollars  to  aid  in  the  erection  of 
a  church,  was  subsequently  called  upon  to  contribute  for 
the  purpose  of  procuring  a  lightning-rod  for  the  better 
security  of  the  building.  Assuming  a  very  decided 
manner,  he  refused  to  give,  saying,  "  I  have  help  build 
de  Lord  a  nice  house ;  and  now,  if  he  pe  mind  to  dunder 
it  down,  let  him  pe  welcome  to  do  it,  and  I  will  be  sure 
to  put  noting  in  de  way  of  it." 

So  the  parents  alluded  to  seem  to  say,  by  their  actions, 
"We  hare  sent  our  children  to  school,  and.  if  the  teacher 


312  COMMON    SCHOOL    EDUCATION. 


EXTRAVAGANT   EXPECTATIONS. 


does  not  take  o.no  ofirftem,  and  educate  them,  it  is  no 
concern  of  ours  ;"  and,  like  the  Dutchman,  they  appear 
perfectly  willing  to  sacrifice  their  investment,  rather  than 
extend  any  aid  which  will  seem  designed  to  assist  in 
preserving  the  same  from  loss  or  injury. 

Parents  should  not  be  extravagant  and  unreason- 
able in  their  expectations. 

Every  parent  wishes  his  children  to  excel :  and  if  they 
do  not,  he  is  prone  to  censure  the  teacher  and  accuse 
him  of  neglect.  Now,  it  is  sometimes  the  case  that  a  boy 
may  attend  school  month  after  month,  and  season  after 
season,  receive  every  possible  attention,  and  yet  make 
but  little  progress.  The  best  of  teachers  cannot  make 
first-rate  scholars  from  second  or  third  rate  stock.  But 
it  frequently  happens,  that  a  boy  of  very  ordinary  abili- 
ties—  and  those  blunted  or  stunted  by  neglect  or 
mismanagement  in  his  physical  training  —  is  sent  to 
school  occasionally,  and,  if  he  does  not  learn  rapidly 
and  make  a  "  right  smart "  scholar,  it  is  entirely  charge- 
able to  the  poor  teacher.  But  it  should  be  known  that 
no  mortal  influence  can  cause  such  pupils  to  advance 
under  such  circumstances,  or  create  life  or  replenish  the 
strength  for  a  boy  whose  entire  energies  have  been 
tasked  to  their  utmost  in  counteracting  the  indulgence 
of  an  excessive  appetite,  or  the  gross  abuse  of  his  phys- 
ical nature,  in  any  way.  A  lady  once  called  upon  an 
instructor,  and  asked  him  how  her  daughter  succeeded. 
"  Why,"  said  he,  "not  very  well;  she  lacks  capac- 
ity." "0!  if  that  is  all,"  said  the  lady,  "you  buy 
har  a  first-rate  capacity,  and  charge  it  in  her  next 
quarter's  bill !" 

Now,  while  it  should  be  known  by  all  that  teachers 


PARENTS  SHOTTJ)  BE  CANDID  AND  CHARITABLE.    813 

CAPACITIES  CANNOT  BE  PURCHASED. 

can  neither  make  nor  purchase  capacities,  it  should  also 
be  remembered  that,  with  the  kindly,  prompt  and  con- 
tinued, aid  of  parents,  they  may  do  much  to  improve 
and  develop  capacities  which  are  naturally  far  from 
being  brilliant  or  powerful. 
27 


CHAPTER   IX, 

HIGH     AND     HONORABLE     MO'   .  '/S     FOB 
ACTION. 

IT  is  very  desirable  that  a  true  s'/.!?j  of  right  and 
•wrong,  and  correct  ideas  of  propriety,  should  be  early 
and  carefully  impressed  upon  the  young, —  thac  they  be 
induced  to  love  and  pursue  the  right,  and  detest  and 
shun  the  wrong,  and  to  perform  every  act  an^  every  duty 
from  high  and  honorable  motives.  Thus  trained,  chil- 
dren will  grow  up  free  from  those  debasing  and  selfish 
influences  which  are  now,  so  frequently,  developed  in 
society. 

How  often  is  it  that  parents  and  teachers,  thought- 
lessly, do  injury  to  the  young,  by  holding  before  them 
unworthy  motives  for  action  !  Who,  in  this  money-seek- 
ing and  dollar-grasping  age  of  ours,  may  not  trace  an 
over-anxious  desire  for  riches  to  the  injudicious  practice 
of  some  parents  of  influencing  the  child's  mind  by  the 
proffer  of  a  few  cents,  as  an  inducement  to  perform  some 
duty  ?  Or,  who  cannot  trace  the  development  of  erro- 
neous views,  and  of  bigoted  or  superstitious  feelings,  to 
the  prevalent  habit,  with  parents  and  others,  of  relating 
to  children  extravagant  and  unreasonable  stories  ? 

The  young  should  early  be  impressed  with  the  im- 
portance of  exercising  a  charitable  spirit,  and  of  delight- 
ing, rather,  in  the  merits,  than  in  the  errors  and  frail- 
ties, of  others.  How  many  have  been  lost  to  society  mid 


HONORABLE    MOTIVES.  316 

A   COMPASSIONATE   AND   FORGIVING    SPIRIT. 

usefulness,  by  the  coldness  of  the  world,  in  the  way  of 
downright  slander,  or  of  sly  insinuations,  which  are, 
often,  worse,  in  their  eflfects.  than  slander !  How  many 
have  been  made  morose  and  misanthropic,  on  account  of 
ill-treatment  received !  Let  the  young  be  taught  to  feel 
that  there  may  be  some  good  traits  in  all,  and  to  exercise 
a  compassionate  and  forgiving  spirit  towards  the  frail 
and  erring, —  ever  preferring  to  speak  kindly,  and  think 
charitably,  towards  all  and  of  all.  If,  as  will  sometimes 
be  the  case,  children  go  to  parents  to  complain  of  real 
or  imaginary  wrongs,  on  the  part  of  their  teacher,  let  not 
those  parents  be  instrumental  of  cherishing  a  capricious 
spirit  by  coinciding  with  all  that  may  be  said ;  but  let 
them  rather  aim  to  discover  and  assign  a  good  reason  for 
every  act  complained  of.  The  young  may  thus  be  taught 
the  importance  of  exercising  a  charitable  spirit. 

A  few  years  ago,  there  died,  in  one  of  our  southern 
cities,  a  man  possessed  of  immense  wealth.  He  had 
lived  a  secluded  and  miserly  life,  his  one  and  only  appa- 
rent desire  seeming  to  be,  the  accumulation  of  riches. 
Denying  himself  every  rational  enjoyment,  he  bent  all 
his  energies  to  the  accomplishment  of  the  one  purpose  of 
his  heart.  Without  manifesting  the  slightest  interest  in 
the  welfare  of  those  around  him,  he  "  toiled  and  moiled, 
poor  muck- worm,''  to  increase  his  store  of  wealth.  De- 
spised and  shunned,  he  lived, —  lonely  and  neglected,  he 
died ;  and,  were  it  not  for  the  last  clause  of  his  will,  we 
might  have  been  left  to  believe  that  human  sympathy,  in 
any  form,  never  possessed  his  heart.  But,  from  that, 
we  may  infer  that  his  mind,  from  some  early  ill-treat- 
ment, had  received  a  misanthropic  turn,  from  which  it 
could  never  recover, —  yet,  down  deep  in  that  miser's 


S16  COMMON   SCHOOL   EDUCATION. 

CLAUSE   OF  A  RICH  MAN'S   WILL. 

heart,  there  seems  to  have  been  some  kindly  and  sympa- 
thetic feeling,  which  developed  itself  in  view  of  approach- 
ing death,  in  a  wise  distribution  of  the  wealth  acquired 
by  life-long  self-denial  and  toil.  After  specifying  the 
objects  to  which  his  immense  wealth  should  be  appropri- 
ated,—  a  large  part  of  which  was  for  the  support  of  frei 
schools  for  poor  children, —  he  thus  speaks:  "And  (I 
was  near  forgetting  that)  I  have,  still,  one  small  request 
to  make, —  one  little  favor  to  ask, —  and  it  shall  be  the 
last.  It  is,  that  it  may  be  permitted,  annually,  to  the 
children  of  the  free  schools  situate  .  the  nearest  to  my 
place  of  interment,  to  plant  and  water  a  few  flowers 
around  my  grave !  This  little  act  will  have  a  double 
tendency  ;  it  will  open  their  young  and  susceptible  hearts 
to  gratitude  and  love  to  their  divine  Creator,  for  having 
raked  up,  as  an  humble  instrument  of  his  bounty  to 
them,  a  poor  frail  worm  of  earth  like  me,  and  teach 
them,  at  the  same  time,  what  they  are,  whence  they  came, 
and  whither  they  must  return."  What  an  impressive 
lesson  ought  we  to  learn  from  these  few  lines,  as  emanat- 
ing from  a  heart,  apparently,  callous  and  indifferent  to  all 
those  tender  feelings  and  sympathies  which  usually  bind 
man  to  his  fellow-man,  and  prompt  to  those  little  acts  of 
kindly  aid  which  tend  so  much  to  strew  life's  pathway 
with  flowers  ! 

If  possible,  the  young  should  be  trained  to  feel  that 
they  have  duties  to  perform,  and  that,  if  they  labor  with 
fidelity  and  earnestness,  they  may  rise  to  exalted  stations 
of  influence  and  usefulness.  In  a  government  like  ours, 
with  the  means  of  knowledge  so  widely  diffused,  the 
highest  posts  of  honor  are  alike  attainable  by  the  rich  and 
poor  "The  great  poet,  the  illustrious  statesman  thr 


HONORABLE    MOTIVES.  •        317 


HIGH    POSITIONS   ATTAINABLE    BY   ALL. 


eloquent  orator,  is  as  likely  to  go  forth  from  the  brown- 
faced  laborer's  cottage  over  the  way,  as  from  the  sump- 
tuous palaces  of  the  capital.  The  future  ruler  of  an 
empire  may  be  unconsciously  digging  in  yonder  field ; 
and  this  very  school  may  be,  under  God,  the  appointed 
means  of  revealing  his  unsuspected  destiny  to  him  and  to 
the  world."  *  If  the  young  are  early  trained  to  habits 
of  persevering  industry,  if  they  are  rightly  taught  the 
nature  of  their  obligations  and  the  extent  of  their  capa- 
bilities, and,  at  the  same  time,  are  made  to  feel  that  they 
must,  with  certain  aids,  carve  their  own  fortunes,  they 
will  be  instructed  in  the  true  steps  and  principles  of  pro- 
gressive usefulness  and  increasing  influence. 

We  are  blessed  with  a  noble  country ;  a  goodly  heri- 
tage is  ours.  It  is  for  us,  in  a  great  degree,  to  answer 
the  momentous  question,  "What  is  to  be  the  future  of 
this  magnificent  country?  "  "  On  this  point,  mournful 
voices  are  already  beginning  to  be  scattered  upon  the  air. 
Men,  and  women  too,  are  predicting  evil  issues.  It  may 
be  so.  It  may  be  that  our  experience  is  to  add  to  the 
warnings  and  admonitions  of  history ;  that  the  voice  of 
the  past  is  to  sigh  through  the  shattered  walls  and  broken 
arches  of  our  social  fabric.  It  may  be  that  our  sun  is  to 
go  down  in  blood ;  that  violence  is  to  rend  asunder  the 
chain  of  our  union,  and  scatter  its  links  in  wild  disorder ; 
that  our  soil  is  to  be  drenched  with  fraternal  blood ;  that 
the  pleasant  gardens  of  our  prosperity  are  to  be  uprooted 
by  the  whirlwinds  of  anarchy,  or  iron-bound  by  the 
polar  frost  of  despotism.  It  will  be  so,  if  our  material 
civilization  is  always  to  keep  far  in  advance  of  our  men- 


*C.  Felton. 
27* 


318  COMMON    SCHOOL    EDUCATION. 

OCR   PROSPECTS. BRITISH  ADMIRAL. 

tal  and  moral  cultivation ;  if  prosperity  is  to  make  ua 
selfish,  if  wealth  is  to  make  us  hard- hear  ted,  if  power  ia 
to  majce  us  tyrannous.  But  not  thus  would  I  cast  the 
noroscope  of  our  country's  fortunes.  There  arft  two 
great  houses  in  the  world, —  the  house  of  hope,  and  the 
house  of  fear ;  far  be  from  me  and  my  friends  the  badges 
and  the  livery  of  that  latter  house  !  I  will  not  believe 
that  the  life  of  nations  is  like  the  life  of  trees ;  that,  by 
an  inevitable  law,  they,  too,  have  their  periods  of  growth, 
maturity,  and  decline ;  but  I  hold  that  it  is  sin  alone  that 
makes  a  people  weak,  and  wickedness  that  makes  them 
old,  and  that  in  the  fear  of  God  and  the  keeping  of  his 
commandments  there  is  perpetual  youth. 

"  Upon  us,  and  those  Avho  are  to  come  after  us, — upon 
the  young,  especially,  who  are  ever  the  patriot's  hope 
and  the  good  man's  trust, —  and  upon  those  to  whom  the 
training  of  the  young  is  intrusted,  whether  as  parents  or 
teachers,  does  this  great  responsibility  rest.  The  life  of 
man  should  here  reflect  the  spirit  of  our  institutions,  and 
be  cast  in  a  mould  of  greatness  analogous  to  the  physical 
features  of  our  country.  It  should  be  grave,  simple, 
earnest,  and  manly.  It  should  be  dedicated  to  high  pur- 
poses, and  governed  by  a  spirit  of  moral  thoughtfulness. 
There  is  no  place,  here,  for  the  idler,  the  trifler,  the 
scoffer,  and  the  voluptuary.  Every  man's  life  is  of  con- 
sequence, as  forming  a  part  of  the  life  of  the  state. 

"  The  last  signal  made  by  the  British  admiral,  on  the 
morning  of  the  battle  of  Trafalgar,  was  in  words  which 
have  become  historical  and  immortal :  '  England  ex- 
pects every  man  to  do  his  duty ! '  Would  that  we  could 
carve  upon  our  hearts  the  spirit  of  these  words ;  for. 
though  the  storm-cloud  of  battle  does  not  lower  upon  our 


HONORABLE   MOTIVES.  819 


QLOniOUS   AND    LASTING    KESULTS. 


path,  yet  peace  has  its  dangers  and  its  trials,  no  less  than 
war.  Would  that  each  of  us,  when  our  country's  flag  is 
floating  upon  the  breeze,  could  see,  with  the  mind's  eye, 
written  in  letters  of  living  light  upon  its  ample  folds, 
'  AMERICA  EXPECTS  EVERY  MAN  TO  DO  HIS  DUTY  ! ' 
Would  that  the  contemplation  of  our  present  and  our 
future  might  inspire  us,  not  only  with  patriotic  pride 
and  gratitude,  but  with  a  firm  resolve-  to  set  upon  the 
brow  of  our  country  a  more  than  regal  coronet,  with  the 
virtues  of  her  children  for  its  sparkling  gems !  With 
this  spirit  and  this  resolve,  we  shall  construct  her  pros- 
perity from  elements  as  indestructible  and  unchanging  aa 
the  laws  of  falling  bodies,  or  the  impulses  of  maternal 
love."  * 

In  concluding  this  volume,  I  would,  once  more,  ear- 
nestly entreat  parents  to  consider  the  nature  and  magni- 
tude of  the  responsibilities  which  devolve  upon  them. 
The -duties  they  owe  to  the  young  are  of  no  trifling  con- 
sideration. The  happy  results  of  the  wise  performance 
of  them  will  be  far-reaching,  never-ending;  the  evil 
effects  of  wrong  influences  or  of  neglect  will  be  as  exten- 
sive and  as  lasting.  Parents  !  will  you  look  at  the  sub- 
ject in  its  true  light?  Will  you  view  it  in  all  its  realities, 
and  contemplate  its  height  and  depth,  its  length  and 
breadth  ?  Will  you  consider  it  as  affecting  the  condition 
of  your  children,  and  of  the  community?  Will  you 
regard  it  in  the  light  of  your  accountability  to  God,  and 
strive,  in  every  way,  to  assist  in  training  the  youth 
intrusted  to  your  care  so  that  they  will,  in  their  lives, 
honor  and  glorify  their  Creator?  Will  you  do  what  you 

*  G.  S.  HillartL 


320  COMMON    SCHOOL    EDUCATION. 


COXCLUDINO    REMARKS. 


can  to  prepare  them  to  act  wisely  and  well  their  parts  in 
life?  If  you  will,  then  yom  may  be  the  humble  instru- 
ments, in  God's  hands,  of  accomplishing  a  great  and  good 
work  for  the  community,  and  for  the  dearest  objects  of 
your  affection.  If  you  will,  then  will  you  contribute 
your  part  towards  the  discharge  of  the  duty  resting  upon 
every  citizen  of  our  country.  If  you  will,  then  will  you 
do  something  towards  the  dissemination  and  perpetuity 
of  those  republican  blessings  and  virtues  which  we  now 
enjoy.  If  you  will,  then  will  you  prove  yourselves  the 
worthy  citizens  of  a  noble  republic,  promoting  its  best 
interests,  and  increasing  its  power  and  influence. 

And  thus  "  Let  each  generation  sweep  majestically 
on,  in  an  increased  and  increasing  current,  each  living 
upen,  and  growing  upon,  the  granaries  of  the  past,  and 
heaping  up  resources  for  the  future.  Let  each  succeed- 
in.;  generation  more  fully  develop  the  true  principles  of 
life  and  action,  hushing  the  evil  propensities  of  man,  and 
leading  him  gently  by  the  hand  into  the  paths  of  virtue 
and  wisdom.  Above  all,  in  this  free  and  Christian  re- 
public, let  the  power  and  influence  of  intellect  be  ever 
guided  by  the  conservative  and  invigorating  principles  of 
religion  and  morality."  *  Thus  may  each  generation 
faithfully  perform  the  obligations  implied  in  the  noble 
sentiment  introduced  into  the  first  chapter  of  this  volume, 
—  a  sentiment  that  should  be  regarded  and  cherished  by 
every  citizen  of  our  land :  — 

"EDUCATION:   A  DEBT  DUE  FROM  PRESENT  TO 

FUTURE    GENERATIONS." 

*W.  D.  Northend. 


APPENDIX 


APPENDIX  A. 

IT  should  be  the  aim  of  every  teacher  to  become  the  owner  of  a 
library.  The  number  of  works  designed  especially  for  teachers  has 
greatly  increased  within  a  few  years,  but  is  still  quite  limited. 
Below  is  a  list  of  books  which  are  deserving  a  place  in  every  library. 
Many  of  them  relate  directly  to  the  profession  of  the  teacher,  and  oth- 
ers contain  information  of  value  to  every  one.  It  is  not,  of  course,  my 
purpose  to  give  a  complete  catalogue  of  suitable  books,  but  to  desig- 
nate many  that  should  form  a  part  of  such  a  catalogue. 


Theory  and  Practice  of  Teaching.  By  David  P.  Page,  M.A.,  late 
Principal  of  the  New  York  State  Normal  School.  New  York  :  A.  S, 
liarnes  &  Co.  8vo.  pp.  349. 

An  excellent  work,  by  a  most  sensible  man  and  an  eminently  useful 
teacher.  Every  teacher  and  friend  of  education  should  own  this 
volume. 

The  School  and  the  Schoolmaster.  By  Alonzo  Potter,  D.D.,  Bishop 
of  Pennsylvania,  and  George  B.  Emerson,  A.M.,  President  of  the 
American  Institute  of  Instruction.  Boston :  William  B.  Fowle.  12mo 
pp.552. 

This  work  is  too  well  known  to  need  comment. 

Lectures  before  the  American  Institute  of  Instruction,  from  1830  to 
the  present  time  ;  20  vols.  Boston :  William  D.  Ticknor  &  Co. 

Normal  Schools,  and  other  Institutions,  Agencies  and  Means,  de- 
signed for  the  Professional  Education  of  Teachers.     By  Henry  Bar- 
nard, Superintendent  of  Common  Schools  of  Connecticut.     Hartford 
Case,  Tiffany  &  Co.     8vo,  pp.  657. 

This  volume  abounds  in  valuable  suggestions,  and  should  be  in  the 
library  of  every  teacher. 

The  Life  and  Correspondence  of  Thomas  Arnold,  D.D.,  late  Head 
Master  of  Rugby  School,  and  Regius  Professor  of  Modern  History  in 


322  APPENDIX. 

the  University  of  Oxford.      By  A.  P.  Stanley,  A.M.      London  and 
New  York  ,  1846.     8vo.  pp.  4UO. 

History  of  Education,  Ancient  and  Modern.  By  IT.  I.  Smith,  A  M. 
Harpers'  Family  Library,  No.  156. 

Teaching  a  Science  ;  the  Teacher  an  Artist.  By  Rev.  Baynard  B 
Hall,  A.M  New  York  :  Baker  &  Scribner  ;  1848.  12mo.  pp.  305. 

Common  Schools  and  Teachers'  Seminaries  ;  embracing  a  Report  on 
Elementary  Public  Instruction  in  Europe,  and  an  Article  or.  Normal 
Schools  and  Teachers' Seminaries.  By  Calvin  E.  Stowe,  D.D.,  Pro- 
fessor in  Lane  Seminary,  Cincinnati.  Boston  :  1839.  12mo.  pp.  12f>. 

Report  on  Education  in  Europe.  By  Alexander  D.  Bache,  LL.D. 
Philadelphia  :  1839.  12mo.  pp.  666. 

Hints  on  a  System  of  Popular  Education.  By  Prof.  E.  C.  Wine* 
Philadelphia  :  1838.  12mo.  pp.  225. 

The  Teacher  Taught ;  or,  the  Principles  and  Modes  of  Teaching. 
By  Emerson  Davis,  D.D.  Boston  :  1839.  12mo.  pp.  7i). 

The  Teacher's  Manual ;  containing  Practical  Suggestions  on  Teach- 
ing and  Popular  Education.  By  Henry  Dunn,  Secretary  of  the  British 
and  Foreign  School  Society.  London  :  edited  by  Rev.  T.  II.  Gallau- 
det.  Hartford  :  1839.  12mo.  pp.  223. 

Lord  Brougham  on  Education.  Edited  by  J.  Orville  Taylor.  New 
York:  1839.  12mo.  pp.  91." 

The  Teacher's  Institute  ;  or,  Familiar  Hints  to  Young  Teachers. 
By  William  B.  Fowle.  Boston  :  1817.  12mo.  pp.  258. 

The  Teacher;  or,  Moral  Influences  employed  in  the  Instruction  and 
Government  of  the  Young.  By  Jacob  Abbot.  Boston:  1833.  12mo. 
pp.  293. 

Some  Thoughts  Concerning  Education,  by  John  Locke,  and  n 
Treatise  on  Education,  by  John  Milton.  Edited  by  William  Russell. 
Boston:  1830.  12mo.  pp.  317. 

The  Teacher's  Manual.  By  Thomas  H.  Palmer.  Boston  :  1840. 
pp.  263. 

The  District  School  as  It  Was.  By  Rev.  Warren  Burton.  New 
York:  1838. 

Confessions  of  a  Schoolmaster.  By  William  A.  Alcott,  M.D.  New 
York.  12mo.  pp.  316. 

Account  of  the  Edinburgh  Sessional  School.  By  John  Wood.  Bcs- 
ton:  1830. 

School  Architecture.  By  Hon.  Henry  Barnard,  Commissioner  of 
Schools  for  the  State  of  Rhode  Island.  New  York  :  1846. 

Prize  Essay,  on  the  Improvement  of  the  Common  Schools  of  Connect 
tout  By  Prof.  Noah  Porter  Hartford  :  1846 


APPENDIX.  323 

The  Student's  Manual.     By  John  Todd,  D.D.     12mo.  pp.  392. 

Dr.  Channing  on  Self-Culture,  and  Miss  Sedgwick  on  Self-Training 

The  Schoolmaster's  Friend.     By  Theodore  D wight,  Jr. 

The  Common  School  System  of  New  York.     By  S.  S.  Randall. 

Lectures  on  School-Keeping.     By  Rev.  S.  R.  Hall.     Boston :  1829. 

Transactions  of  the  Western  Literary  Institute  and  College  of  Pro* 
fessional  Teachers,  from  1834  to  1840  ;  six  vols.  8vo.  Cincinnati. 

American  Annals  of  Education 

Locke  Amsden  ;  or,  the  Schoolmaster.  By  D.  P.  Thompson.  Bos* 
ton  :  B.  B.  Mussey  &  Co.  12mo.  pp.  281. 

The  Architecture  of  Country  Houses.  By  A.  J.  Downing.  New 
fork :  D.  Appleton  &  Co.  8vo.  pp.  484. 

This  is  an  admirable  work,  containing  so  much  information  on 
architecture,  styles  of  furniture,  modes  of  warming  and  ventilation, 
that  it  is  well  deserving  a  place  in  every  library  of  our  land. 

Smyth's  Lectures  on  Modern  History,  with  additions,  by  J.  Sparks. 
Boston  :  B.  B.  Mussey  &  Co.  8vo.  pp.  738. 

Taylor's  Manual  of  Ancient  and  Modern  History,  revised  by  C.  S. 
Henry,  D.D.  New  York :  D.  Appleton  &  Co.  8vo.  pp.  797. 

•A  Dictionary  of  Arts,  Manufactures,  and  Mines.  By  Andrew  Ure, 
M.D.  New  York  :  D.  Appleton  &  Co.  8vo.  pp.  1644. 

History  of  Modern  Philosophy.  By  M.  Victor  Cousin.  Translated 
by  0.  W.  Wright.  New  York  :  D.  Appleton  &  Co.  2  vols.  8vo.  pp. 
891. 

How  shall  I  Govern  my  School  ?  By  E.  C.  Wines.  Philadelphia  : 
W.  Marshall  &  Co.  12mo.  pp.  309. 

American  Institutions,  and  their  Influence.  By  Alexis  De  Tocque- 
•ville,  with  notes  by  J.  C.  Spencer  New  York  :  A.  S.  Barnes  &  Co. 
8vo.  pp.  460. 

Earth  and  Man.  By  Arnold  Guyot.  Translated  by  C.  C.  Felton. 
Boston  :  Gould,  Kendall  &  Lincoln.  12mo.  pp.  300. 

The  Constitution  of  Man.  By  George  Combe.  Boston  :  B.  B. 
Mussey  &  Co.  12mo.  pp.  396. 

Thomson's  Seasons,  with  Notes  by  James  R.  Boyd.  New  York  :  A. 
S.  Barnes  &  Co.  12mo.  pp.  335. 

Paradise  Lost,  with  Notes  by  James  R,  Boyd.  New  York :  A.  8. 
Barnes  &  Co.  12mo. 

Young's  Night  Thoughts,  with  Notes  by  James  R.  Boyd.  New 
i'ork  :  A.  S.  Barnes  &  Co.  12mo.  pp.  516. 

The  above  are  very  interesting  editions  of  three  standard  volumes. 

Chambers'  Information  for  the  People,  Philadelphia:  J.  &  J. 
L.  Gihon.  2  vols  8yo.  pp.  1685. 


324  APPENDIX. 

Graham's  English  Synonymes,  with  additions  by  H.  Read,  LL  D. 
New  York  :  D.  Appleton  &  Co.  12mo.  pp.  344. 

American  Education,  its  Principles  and  Elements.  By  E.  D.  Mans- 
field. New  York  :  A.  S.  Barnes  &  Co.  12mo.  pp.  330. 

Popular  Education.  By  Ira  Mayhew,  A.M.  New  York  :  Harper 
&  Brothers.  12mo.  pp.  467. 

The  Massachusetts  Teacher.  By  a  Committee  of  the  Massachusetts 
Teachers'  Association.  Boston :  Samuel  Coolidge.  8vo.  pp.  384.  6 
volumes  already  published. 

Transactions  of  Massachusetts  Teachers'  Association.  Vol.  I.  for 
1845-47.  Boston  :  Samuel  Coolidge.  12mo.  pp.  34  . 

The  Elements  of  Political  Economy.  By  F.  Wayland,  D  D.  Bos- 
ton :  Gould  &  Lincoln.  12mo.  pp.  406. 

Journal  of  R.  I.  Institute  of  Instruction  for  1846-47  ;  2  vols.  Ed- 
ited by  Henry  Barnard.  Providence  :  C.  Burnet,  Jr.  8vo. 

Miscellaneous  Works  of  Thomas  Arnold,  D.D.,  late  Head  Mastei 
of  Rugby  School.  New  York  :  D.  Appleton  &  Co.  8vo.  pp.  645. 

Lectures  on  Modern  History.  By  Thomas  Arnold,  D.D.  New 
York  :  D.  Appleton  &  Co.  12mo.  pp.  428. 

Atlas  and  Gazetteer  of  the  Holy  Scriptures.  By  the  Rev.  William 
Jcnks,  D.D.  Boston  :  Jenks,  Hickling  &  Swan.  4to.  pp.  157. 

The  Illustrated  Atlas  and  Modern  History  of  the  World,  Geograph 
ical,  Political,  Commercial  and  Statistical.  Edited  by  R.  M.  Martin 
Esq.  London  and  New  York  :  J.  Tallis  &  Co. 

Essays  on  Ancient  Literature  and  Art.  By  Barnas  Sears,  B.  B. 
Edwards,  and  C.  C.  Felton.  Boston :  Gould  &  Lincoln.  12mo. 
pp.  413. 

The  Massachusetts  System  of  Common  Schools.  Boston  :  Dutton  & 
Wentworth.  8vo.  pp.  212. 

The  Elements  of  Geology.  By  Justin  R.  Loomis.  Boston  :  Gould 
&  Lincoln.  12mo.  pp.  198. 

Chambers'  Miscellany  of  Useful  and  Entertaining  Knowledge.  10 
vols.  Boston  :  Gould  &  Lincoln. 

Chambers'  Cyclopedia  of  English  Literature.  2  vols.  8vo.  pp. 
2400,  and  more  than  300  elegant  illustrations.  Boston :  Gould  & 
Lincoln. 

A  Compendium  of  English  Literature.  By  Charles  D.  Cleveland. 
Philadelphia  :  E.  C.  &  J.  Biddle.  12mo.  pp.  72. 

Essays  on  Education.  By  the  Central  Society  of  Education  8 
rols.  12mo.  London. 

Logic  of  Mathematics.  By  Charles  Da-vies,  LL.D.  New  York  :  A 
S  Barnes  &  Co 


APPENDIX.  325 

The  Common  School  Journal.     Edited  by  Horace  Mann. 

There  are  ten  or  twelve  bound  volumes  of  this  valuable  work.  They 
contain  a  great  variety  of  matter  of  interest  to  teachers  and  friendt 
of  education. 

Outlines  of  Universal  History,  from  the  Creation  of  the  World  to 
the  Present  Day.  By  George  Weber.  Boston  :  Jenks.  Hickling  & 
Swan.  8vo.  pp.  559. 

The  American  Eneyc.oped;a. 

McCulloch's  Geographical  and  Commercial  Dictionaries. 

Brande's  Dictionary  of  Science,  Literature  and  Art. 

Smith's  Dictionary  of  Greek  and  Roman  Antiquities. 

Duychink's  Cyclopaedia  of  American  Literature. 

Hudon's  Lectures  on  Shakespeare,  2  vote. 

Lives  of  the  Chief  Justices  of  the  United  Suites. 

The  Puritans  and  their  principles. 

Progress  of  Nations. 

American  Orators. 

The  six  works  last  named,  are  published  by  Charles  Scribner,  377 
Broadway,  N.  Y. 

Putpam's  Cyclopaedia  of  Chronology  :  or  the  World's  Progress. 

Antisell's  Cyclopaedia  of  the  Useful  Arts. 

Cyclopaedia  of  Literature  and  the  Fine  Arts. 

Davies'  Dictionary  of  Mathematics :  an  invaluable  work. 

The  four  works  last  named,  are  published  by  A.  S.  Barnes  &  Co.,  51 
John  Street,  New  York. 

Lippincott's  Universal  Gazetteer,  published  by  J.  B.  Lippincott,  Phila- 
delphia. 

In  addition  to  the  above  works,  teachers  should  take  and  peruse  edu- 
cational journals.  In  several  of  the  states  the  teachers  have  established 
periodicals  devoted  to  the  interests  of  their  profession  ;  and  all  engaged 
in  teaching  should  see  that  they  do  their  part  in  sustaining  these  works. 
The  States  of  Massachusetts,  New  York,  Ohio,  Missouri,  Michigan,  Wis- 
consin, and  others,  now  have  such  journals,  which  reflect  much  credit 
up-m  those  who  sustau  them. 

28 


BOOKS  FOR  THE  YOUNG. 


I  HATE  spoken  of  the  importance  of  cultivating  in  the  young  a  taste 
for  reading,  and  urged  attention  to  the  character  of  the  books  put  into 
the  hands  of  youth.  The  number  of  books  prepared  for  the  youthful 
reader  is  very  large,  and  many  of  them  are  worse  than  valueless.  I 
shall  give  a  list  of  a  few  works  that  may  safely  be  read  by  any.  In  a 
future  edition  this  list  will,  probably,  be  extended. 


The  Rollo  Books  ;  The  Lucy  Books  ;  Abbott's  Histories  ;  Franconia 
Stories,  &c. 

No  writer  has  surpassed  Mr.  Abbott,  in  writing  good  books  for  the 
young  ;  and  all  of  the  many  volumes  prepared  by  him  may  be  safely 
recommended,  as  interesting,  instructive  and  moral,  hi  their  char- 
acter. 

Land  and  Lee ;  Sea  and  Sailor  ;  Three  Years  in  California  ;  and 
Deck  and  Port,  by  Rev.  W.  Colton  ;  Lives  of  the  Signers  of  the  Dec- 
laration of  Independence  ;  Sandwich  Islands. 

These  interesting  volumes  are  published  by  A.  S.  Barnes  &  Co. 
New  York. 

Pleasant  Pages  for  Young  People.     Boston  :  Gould  &  Lincoln. 

Arthur's  Library  for  the  Household  ;  complete  in  12  vols.  18mo. 
Philadelphia  :  by  Lippincott,  Grambo  &  Co.  Containing  the  following 
volumes  :  —  Woman's  Trials  ;  The  Ways  of  Providence  ;  Home  Scenes  ; 
Stories  for  Young  Housekeepers  ;  Lessons  in  Life  for  all  who  will  read 
them  ;  Seed-Time  and  Harvest,  or,  whatsoever  a  "nan  soweth,  that 
shall  he  also  reap  ;  Stories  for  Parents  ;  Off-hand  Sketches  a  little 
dashed  with  Humor ;  Words  for  the  Wise  ;  The  Tried  and  the 
Tempted,  &c. 

Arthur's  New  Juvenile  Library,  beautifully  illustrated  :  —  Who  is 
Greatest ;  Who  are  Happiest  ;  The  Poor  Wood-cutter ;  Mr.  Have  n't- 
Sfot-time  and  Mr.  Don't-be-in-a-hnrry  ;  The  Peace  Makers  ;  Unol« 


BOOKS  FOR  THE  YOUNG.  327 

Ben's  New  Tear's  Gift ;  The  Wounded  Boy  ;  The  Lost  Children  ;  Our 
Harry  ;  The  Last  Penny  ;  Pierre,  the  Organ  Boy,  &c. 

Arthur's  Cabinet  Histories  of  the  States.  New  York,  Virginia, 
Georgia  and  Kentucky,  already  published.  These  are  very  interest- 
ing volumes,  very  neatly  bouud,  and  will  form  a  most  valuable  addi- 
tion to  books  for  the  young. 

All  the  works  of  Mr.  Arthur  may  be  put  into  the  hands  of  the  young 
with  a  perfect  assurance  that  they  tend  to  promote  a  high  moral  tone 

Novelties  of  the  New  World.  By  Joseph  Banvard.  1  vol.  18mo 
pp.  324.  Boston  :  Gould  &  Lincoln. 

Romance  of  American  History.  By  Joseph  Banvard.  1  vol.  18mo 
pp.  306.  Boston  :  Gould  &  Lincoln. 

American  Miscellany.  By  Francis  C.  Woodworth.  12rao.  pp.  288. 
Boston  :  Phillips,  Sampson  &  Co. 

A  Kiss  for  a  Blow.     B.  B.  Mussey  £  Co.,  Boston. 

Hernan  Cortez  ;  Henry  Hudson  ;  Daniel  Boone  ;  Hope  on,  hop? 
ever  ;  The  Two  Apprentices  ;  The  Clock-maker  ;  My  Own  Story 
Which  is  the  Wiser  ;  Alice  Franklin  ;  Sowing  and  Reaping  ;  Work 
and  Wages  ;  Love  and  Money  ;  Stride  and  Thrive  ;  Little  Coin,  Much 
Care  ;  The  Winter  Evening  Story  Book  ;  Dangers  of  Dining  Out  ; 
The  Minister's  Family  ;  Somerville  Hall  ;  Settlers  in  Canada  ;  William 
Tell  ;  Scenes  in  Africa  ;  Good  in  Everything  ;  Guide  to  Knowledge  ; 
Never  Too  Late  ;  The  Gold-maker's  Village  ;  The  Paris  Sketch  Book, 
2  vols.  ;  Story  of  a  Genius  ;  Peasant  and  Prince  ;  Philip  Randolph  ; 
Domestic  Tales  ;  Rural  Tales  ;  Looking-glass  for  the  Mind  ;  Ocean 
Work ;  Dawnings  of  Genius  ;  Oliver  Cromwell  ;  Poplar  Grove ; 
Chances  and  Changes  ;  The  Farmer's  Daughter  ;  Crofton  Boy«  • 
Early  Friendships. 

These  pretty  and  interesting  volumes  are  published  by  D.  Appleton 
&  Co.,  New  York. 

Young  Americans  Abroad.     Boston  :  Gould  &  Lincoln. 

Mitchell's  Planetary  and  Stellar  Worlds ;  Annals  of  the  Queens  of 
Spiiin  ;  Washington  and  his  Generals;  The  Second  War  with  England  ; 
India  and  the  Hindoos;  Venice  City  of  the  Sea;  Domestic  History  of 
American  Revolution  ;  Life  of  Cromwell;  Napoleon  and  his  Marshals. 

These  and  others  are  published  by  Charles  Scribner,  Broadway,  New 
York. 

Ricord's  Empire  of  Rome ;  Ricord's  Kings  of  Rome ;  Republic  of 
Rcme.  By  A.  S.  Barnes  &  Co.,  John  Street,  New  York. 

1  afe  of  Nathan  Hale,  by  Siuart.     F.  A.  Brown,  Hartford,  Conn. 


of 


COMPLETE  IN  TWO  INDEPENDENT 


I. 

THE  NATIONAL   READERS. 

By   PARKER   &  WATSON. 

No.   i. — National   Primer, 64.pp.,  I6mo,  $o  25 

No.  2. — National   First  Reader,      .     .  J2S pp.,  /e»io          38 

No.  3. — National   Second   Reader,      .  22&pp.,  femo,         63 

No.  4 — National  Third   Reader,    .     .  2SSpp.,J2mo,      \   oo 

No.  5. — National  Fourth   Reader,  .     .  £32  pp.,  f2mot      \   50 

No.  6. — National  Fifth  Reader,     .     .  eoo  pp.,  /2mo>     \   88 

II 

THE  INDEPENDENT   READERS. 

By  J.   MADISON   WATSON. 

The  Independent  First  Reader,     .  .     sopp.,t6mot  25 

The  Independent  Second   Reader,  .  too  pp.,  f6mot  50 

The  Independent  Third   Reader,    .  .  24.0 pp.,  femo,  75 

The  Independent  Fourth   Reader,.  .  204. pp.,  f2mot  \   oo 

The  Independent  Fifth  Reader,    .  .  sse pp.,  f2mo,  \   25 

The  Independent  Spelling  Book,      .  faopp.,  /<?»«<?,         25 

III. 

NATIONAL  SPELLING  BOOKS. 

By  J.    MADISON    WATSON. 

National  Elementary  Speller,     .     .     .  feo pp.,  temo,         25 
National   Pronouncing  Speller,.     .     .  tss pp.,  i2mo,         50 


*$*  The  Readers  constitute  two  complete  and  entirely 
distinct  series,  either  of  which  are  adequate  to  every 
want  of  the  best  schools.  The  Spellers  may  accompany 
either  Series. 


JVafional  Series  of  Standard  School-2?ooks. 

PAEKEE  &  WATSON'S  NATIONAL  EEADEES, 


The  salient  features  of  these  works  which  have  combined  to  render  them  BO 
popular  may  be  briefly  iccapitulated  as  follows  : 

1.  THE  WORD-BUILDING  SYSTEM.— This  famous  progressive  method  for 
young  children  origiiiaied  and  was  copyrighted  with  these  books.    It  constitutes 
a  process  with  which  the  beginner  wir.h  words  of  one  letter  is  gradually  intro- 
duced to  additional  lists  formed  by  prefixing  or  affixing  single  letters,  and  is  thus 
led  almost  insensibly  to  the  mastery  of  the  more  difficult  constructions.    This  is 
one  of  the  most  striking  modern  improvements  in  methods  of  teaching. 

2.  TREATMENT  OF  PRONUNCIATION.— The  wants  of  the  youngest  scholars 
in  this  department  are  not  oveilooked.    It  may  be  said  that  from  the  first  lesson 
ihe  student  by  this  method  need  never  be  at  a  loss  for  a  prompt  and  accurate  ren- 
dering of  every  word  encountered. 

3.  ARTICULATION  AND  ORTHOEPY  are  considered  of  primary  importance. 

4.  PUNCTUATION  is  inculcated  by  a  series  of  interesting  reading  leseonc,  the 
simple  perusal  of  which  suffices  to  fix  its  principles  indelibly  upon  the  mind. 

5.  ELOCUTION.    Each  of  the  higher  Readers  (3d,  4th  and  5th)  contains  elabo- 
rate, scholarly,  and  thoroughly  practical  treatises  on  elocution.   This  feature  alono 
has  secured  for  the  series  many  of  its  warmest  friends. 

6.  THE  SELECTIONS  are  the  crowning  glory  of  the  series.    Without  excep- 
tion it  may  be  said  that  no  volumes  of  the  same  size  and  character  contain  a  col- 
lection so  diversified,  judicious,  and  artistic  as  this.    It  embraces  the  choicest 
gems  of  English  literature,  so  arranged  as  to  afford  the  reader  ample  exercise  in 
every  department  of  style.    So  acceptable  has  the  taste  of  the  authors  in  this  de- 
partment proved,  not  only  to  the  educational  public  but  to  the  reading  community 
at  large,  that  thousands  of  copies  of  the  Fourth  and  Fifth  Readers  have  found 
their  way  into  public  and  private  libraries  throughout  the  country,  where  they  are 
in  constant  use  as  manuals  of  literature,  for  reference  as  well  as  perusal. 

7.  ARRANGEMENT.    The  exercises  are  so  arranged  as  to  present  constantly 
alternating  practice  in  the  different  styles  of  composition,  while  observing  a  defi- 
nite plan  of  progression  or  gradation  throughout  the  whole.    In  the  higher  books 
the  articles  are  placed  in  formal  sections  and  classified  topicclly,  thus  concentra- 
ting the  interest  and  inculcating  a  principle  of  association  likely  to  prove  valu- 
able in  subsequent  general  reading. 

8.  NOTES  AND  BIOGRAPHICAL  SKETCHES.     These  are  full  and  adequate 
to  every  want.    The  biographical  sketches  prebent  in  pleasing  style  the  history 
of  every  author  laid  under  contribution. 

9.  ILLUSTRATIONS.    These  are  plentiful,  almost  profuse,  and  of  the  highest 
character  of  art.    They  arc  found  in  every  volume  of  the  series  as  far  as  and  in- 
dueling  the  Third  Reader. 

10.  THE  GRADATION  is  perfect.    Each  volume  overlaps  its  companion  pro. 
ceding  or  following  in  the  series,  so  that  the  scholar,  in  passing  from  one  to  an- 
other, is  only  conscious,  by  the  presence  of  the  new  book,  of  the  transition. 

11.  THE  PRICE  is  reasonable.    The  National  Readers  contain  more  matter 
than  any  other  series  in  the  same  nnmber  of  volumes  published.    Confirlering 
their  completeness  and  thoroughness  they  are  much  the  cheapest  in  the  market. 

12.  BINDING,    By  the  n<>e  of  a  material  and  process  known  only  to  themselves, 
in  common  with  all  the  publications  of  this  house,  the  National  Reader*  are  war- 
ranted to  outlast  any  with  which  they  may  be  compared— the  ratio  of  relative  du- 
rability being  in  their  favor  as  two  to  one. 

2 


National  Series  of  Standard  School-Sooks. 

WATSON'S  INDEPENDENT  HEADERS, 


C  31133  is  designed  to  meet  a  general  demand  for  smaller  and  cheaper 
books  t'uaa  the  National  Series  proper,  end  to  cervc  as  well  for  intermediate  vol. 
umes  of  the  National  Readers  in  large  graded  schools  requiring  more  books  than 
one  ordinary  series  will  supply. 

B  Ja'ltj-  The  most  casual  observer  is  ot  once  impressed  with  the  unparalleled 
mechanical  beauty  of  the  Independent  Headers.  The  Publishers  believe  that  tha 
swthetic  tastes  of  children  may  receive  no  small  degree  of  cultivation  from  their 
very  earliest  school  books,  to  pay  nothing  of  the  importance  of  making  stuuy  at- 
tractive by  all  such  artificial  aids  that  are  legitimate.  In  accordance  with  this 
view,  not  less  than  025,003  was  expended  in  their  preparation  before  publishing, 
with  a  result  which  entitles  them  to  be  considered  "The  Perfection  of  Common 
School  Books."  , 

SslsstloHS.  They  contain,  of  course,  none  but  entirely  new  selections.  There 
are  arranged  according  to  a  strictly  progressive  and  novel  method  of  developing 
the  ebmentary  sounds  in  order  in  the  lower  numbers,  and  in  all,  with  a  view  to 
topics  aud  general  literary  style.  The  mind  is  thus  led  in  fixed  channels  to  profi- 
cieacy  in  every  branch  of  good  reading,  and  the  evil  results  of  '  scattering  '  cs  prac- 
tised by  most  school-book  authors,  avoided. 

Th3  Illustrations,  as  nay  be  inferred  from  what  has  been  said,  are  elegant 
beyond  comparison.  They  arc  profuse  in  every  number  of  the  series  from  the 
lowest  to  the  highest.  This  is  the  only  series  published  of  which  this  u  true. 

Th.3  TypD  is  semi-phonetic,  the  invention  of  Prof.  Watson.  By  it  every 
letter  having  more  than  one  sound  is  clearly  distinguished  in  all  its  variations 
without  in  any  way  mutilating  or  disguising  the  normal  form  of  the  letter. 

E105UtiO!l  ii  taught  by  prefatory  treatis:?  of  constantly  advancing  gradv  and 
completeness  in  each  volume,  which  are  illustrated  by  wood-cuts  in  the  lower 
books,  and  by  black-board  diagrams  in  the  higher.  P.-of.  Watson  is  the  first  to 
introduce  Practical  Illustrations  and  Black-board  Diagrams  for  teaching  this 
branch. 

Foot  Not33  on  every  page  afford  all  the  incidental  instruction  which  the 
teacher  ia  usually  required  to  impart.  Indices  of  words  refer  the  pupil  to  the 
place  of  their  first  use  and  definition.  The  Biographies  of  Authors  and  others 
are  in  every  sense  excellent. 


Although  the  number  of  pages  in  each  volume  is  fixed  at  the 
minimum,  for  the  purpose  recited  above,  the  utmost  amount  of  matter  available 
without  overcrowding  is  obtained  in  the  space.  The  pages  are  much  wiilcr  and 
larger  than  those  of  any  competitor  and  contain  twenty  per  cent  more  matter  than 
any  other  series  of  the  same  type  and  number  of  pages. 

All  tho  Great  Features.  Besides  the  above  nil  the  popular  features  of  the 
National  Readers  are  retained  except  the  Word-BuiMincr  fy^tem.  The  latter 
gives  place  to  an  entirely  new  method  of  progressive  development,  based  upon 
eome  of  tho  best  features  of  the  Word  System,  Phonetics  and  Object  Lessons. 

3 


The  National  Series  of  Standard  School-ftooks. 

The  National  Readers  and  Spellers, 

THEIR   RECORD. 

These  books  have  heen  adopted  by  the  School  Boards,  or  official  authority,  of 
the  following  important  States,  cities,  and  towns— in  most  cases  for  exclusive  use 

The    State    of   Minnesota,  The  State  of  Texas. 

The    State    of   Missouri. 

The    State    of   Alabama. 

The    State   of   North    Carolina. 
The    State    of   Louisiana. 


New  York. 

New  York  City. 

Brooklyn. 

Buffalo. 

Albany. 

Eochester. 

Troy. 

Syracuse. 

Elmira. 

&c.,  &c. 

Pennsylvania. 

Reading. 
Lancaster. 
Erie. 
Scranton. 
Carlisle. 
Carbondalo. 
Westchester. 
Schuylkill  Haven. 
Williamsport. 
Norristown. 
Bellefonte. 
Wilkesbarre. 
&c.,  &c. 

New  Jersey. 

Newark. 
Jersey  City. 
Paterson. 
Trenton. 
Camden. 
Elizabeth. 
New  Brunswick. 
Phillipsburg. 
Orange. 
&c.,  <fec. 

Delaware. 
Wilmington. 

D.  C. 

Washington. 


Illinois. 

Chicago. 
Peoria. 
Alton. 
Springfield. 
Aurora. 
Gales  burg. 
RockfordI 
Rock  Island. 
&c.,  &c. 


"Wisconsin. 

Milwaukee. 
Fond  du  Lac. 
Oshkosh. 
Janesville. 
Racine. 
Watertown. 
Sheboygan. 
La  Crosee. 
Wankesha. 
Kenosha. 
&c.,  cfec. 


Michigan. 
Grand  Rapids. 
Kalamazoo. 
Adrian, 
tiackdon. 
Monroe. 
Lansing. 
&c.,  &c. 

Ohio. 

Toledo. 

Sandusky. 

Conneaut. 

Chardon. 

Hudson. 

Canton. 

Salem. 

&c.,  &c. 


Indiana. 
New  Albany. 
Fort  Wayne. 
Lafayette. 
Madison. 
Logansport. 
Indianapolis. 

Iowa. 

Davenport. 
Burlington. 
Muscatine. 
Mount  Pleasant. 
&c. 

Nebraska. 
Brownsville. 
Lincoln. 

&c. 

Oregon. 

Portland. 
Salem. 
&c. 

Virginia. 
Richmond. 
Norfolk. 
Petersburg. 
Lynchburg. 

&c. 

South  Carolina* 

Columbia. 

Charleston. 

Georgia. 
Savannah. 

Louisiana, 
New  Orleans. 

Tennessee 
Memphis 


The  Educational  Bulletin  records  periodically  all  new  points  gained. 

4 


National  Series  of  Standard  School-Hooks. 

SCHOOL-ROOM    CARDS, 

To  Accompany  the  National  Headers. 

-0.    »    .  Q. 

Eureka  Alphabet  Tablet *i  so 

Presents  the  alphabet  upon  the  Word  Method  System,  by  which  the 
child  will  learn  the  alphabet  in  nine  days,  and  make  no  small  progress  in 
roading  ana  spelling  in  the  same  time. 

National  School  Tablets,  10  Nos *8  oo 

Embrace  reading  and  conversational  exercises,  object  and  moral  les- 
sons, form,  color,  &c.  A  complete  set  of  these  large  and  elegantly  illus- 
trated Cards  will  embellish  the  school-room  more  than  any  otLer  article 
of  furniture. 

READING. 


Fowle's  Bible  Reader $100 

The  narrative  portions  of  the  Bible,  chronologically  and  topically  ar- 
ranged, judiciously  combined  with  selections  from  the  Psalms,  Proverbs, 
and  other  portions  which  inculcate  important  moral  lessons  or  the  great 
truths  of  Christianity.  The  embarrassment  and  difficulty  of  reading  tho 
Bi' 4e  itself,  by  course,  as  a  class  exercise,  are  obviated,  and  its  use  made 
feasible,  by  tliis  means. 

North  Carolina  First  Reader 40 

North  Carolina  Second  Reader 65 

North  Carolina  Third  Reader 1  oo 

Prepared  expressly  for  the  schools  of  this  State,  by  C.  H.  "Wiley,  Super- 
intendent of  Common  Schools,  and  F.  M.  Hubbard,  Professor  of  Litera- 
ature  in  the  State  University. 

Parker's  Rhetorical  Reader 1  oo 

Designed  to  familiarize  Readers  with  the  pause*  and  other  mark!  in 
general  use,  and  lead  them  to  the  practice  of  modulation  and  inflection  of 
the  voice. 

Introductory  Lessons  in  Reading  and  Elo- 
cution      75 

Of  similar  character  to  the  foregoing,  for  leu  advanced  classes. 

High  School  Literature J  so 

Admirable  selections  from  a  long  list  of  the  world's  best  writers,  for  ex- 
ercise in  reading,  oratory,  and  composition.  Speeches,  dialogues,  and 
model  letters  represent  toe  latter  department. 

5 


The  National  Series  of  Standard  Snhool-llooks. 

ORTHOGRAPHY^ 

SMITH'S    SERIES 

Supplies  a  ppcllpr  for  every  class  in  graded  schools,  and  comprises  the  most  com- 
plete and  excellent  treatise  ou  Knglisb  Orthography  and  its  companion 
branches  extant. 

1.  Smith's  Little  Speller $20 

First  Hound  in  the  Ladder  of  Learning. 

2.  Smith's  Juvenile  Definer 45 

Lessons  composed  of  familiar  words  grouped  with  reference  to  similar 
sijintiiMiion  or  use,  and  correctly  spelled,  accented,  and  defined. 

3.  Smith's  Grammar-School  Speller ....     50 

Familrar  words,  grouped  with  reference  to  the  sameness  of  gonnd  of  syl- 
Inhles  differently  spelli-d.  Also  definitions,  complete  rules  for  spelling  and 
formation  of  derivatives,  and  exercises  in  fuise  orthography. 

4  Smith's  Speller  and  Defmer's  Manual    •     90 

A  complete  School  Dictionary  containing  14,000  words,  with  various 
other  useful  matter  i.i  the  way  of  Rules  and  Exercises. 

5.  Smith's  Etymology— Small,  75;  Complete  .    1  25 

The  first  and  only  Etymology  to  reco-rnize  the  Anglo-S<ison  our  mother 
ton/me ,-  continuing  also  full  lists  of  derivatives  from  the  Latin,  Greek, 
Gin-lie,  Swedish,  Norman,  Ac.,  ic  ;  being,  in  fact,  a  complete  etymology 
of  the  language  for  schools. 

Sherwood's  Writing  Speller 15 

Sherwood's  Speller  and  Definer 15 

Sherwood's  Speller  and  Pronouncer    ...     15 

The  Writing  Speller  consists  of  properly  ruled  and  numbered  blanks 
to  receive  the  words  dictated  by  the  teacher,  with  space  for  remarks  and 
corrections.  The  other  volume.?  may  be  used  for  the  dictation  or  ordinary 
class  exercises. 

Price's  English  Speller *15 

A  complete  spelling-book  for  a!l  grades,  containing  more  matter  than 
"  Webster, "  manufactured  in  superior  style,  and  sold  at  a  lower  price — 
consequently  the  cheapest  speller  extant. 

Northend's  Dictation  Exercises 63 

Embracing  valuable  information  on  a  thousand  topics,  communicated 
in  such  a  manner  a*  at  once  to  relieve  the  exercise  of  spelling  of  its  usual 
tedium,  and  combine  it  with  instruction  of  a  general  character  calculated 
to  profit  and  amuse. 

Wright's  Analytical  Orthography    ....     25 

Tliis  standard  work  is  popular,  because  it  teaches  the  elementary  sounds 
in  a  plain  and  philosophical  manner,  and  presents  orthography  and  or- 
thoepy in  an  easy,  uniform  system  of  analysis  or  parsing. 

Fowle's  False  Orthography 45 

Exercises  for  correction. 

Page's  Normal  Chart *3  75 

The  elementary  sounds  of  the  language  for  the  school-room  walla. 
6 


The  National  Series  cf  Standard  School-2Jooks. 


ENGLISH  GRAMMAR. 


CLARK'S  DIAG-RAM  SYSTEM. 


Clark's  First  Lessons  in  Grammar    ...     45 

Clark's  Normal  Grammar  (isew;, i  oo 

Clark's  Key  to  English  Grammar  ....  75 
Clark's  Analysis  of  the  English  Language  •  GO 
Clark's  Grammatical  Chart -*3  75 

The  theory  and  practice  of  teaching  grammar  In  American  schools  is 
meeting  wish  u  thorough  revolution  from  the  use  of  this  system.  While 
the  old  methods  off.T  proficiency  to  the  pupil  only  after  much  weary 
plodding  and  dull  m  .-morizing,  this  affords  from  the  inception  the  ad- 
vantage of  practical  Object  Teaching,  addressing  the  eye  by  means  of  il- 
lustrative figures ;  furnishes  association  to  the  memory,  its  most  power- 
ful aid,  and  diverts  the  pupil  by  taxing  his  ingenuity.  Teachers  who  are 
using  Clark's  Grammar  uniformly  testify  that  the/  and  their  pupils  find 
it  the  most  interesting  study  of  the  school  course. 

Like  all  great  and  radical  improvements,  the  system  naturally  met  at 
first  with  much  unreasonable  opposition.  It  has  not  only  outlived  the 
greater  part  of  this  opposition,  but  ii:ids  many  of  its  warmr  st  admirers 
among  those  who  could  not  at  first  tolerate  so  radical  an  innovation.  All 
it  wants  is  an  impartial  trial,  to  convince  the  most  skeptical  of  its  merit. 
No  one  who  lias  fairly  and  intelligently  tested  it  in  the  school-room  has 
ever  been  known  to  go  back  to  the  old  method.  A  great  success  is  al- 
ready established,  and  it  is  easy  to  prophecy  that  the  day  is  not  far  dis- 
tant when  it  will  be  the  only  system  of  teaching  English  Grammar.  As 
the  SYS  i  KM  is  copyrighted,  no  other  text-books  can  appropriate  this  ob- 
vious a. id  great  improvement. 

Welch's  Analysis  of  the  English  Sentence  •  1  25 

Remarkable  for  its  new  and  simple  classification,  its  method  of  treat- 
ing connectives,  its  explanations  of  the  idioms  and  constructive  laws  of 
the  language,  i  c. 

ETYMOLOGY. 

»  •  « 

Smith's  Complete  Etymology, l  25 

Smith's  Condensed  Etymology, 75 

Containing  the  Anglo-Saxon,  French,  Dutch,  German,  Welsh,  Danish, 
Gothic,  Swedinh,  Gaelic,  Italian,  Latin,  and  Greek  Roots,  and  the  English 
words  derived  therefrom  accurately  spelled,  accented,  and  defined. 

The  Topical  Lexicon, l  75 

This  work  is  a  School  Dictionary,  an  Etymology,  a  compilation  of  syn- 
onyms, and  a  manual  of  general  information.  It  differs  from  the  ordinary 
lexicon  in  being  arranged  by  topics  instead  of  the  letters  of  the  alphabet, 
thus  realizing  the  apparent  paradox  of  a  "  Readable  Dictionary."  An 
unusually  valuable  school-book. 


T7te  National   Series  of  Standard  School-33ooks. 

Clark's  Diagram  English  Grammar, 

TESTIMONIALS. 
From  J.  A.  T.  DUBLIN,  Principal  Dubutnte  R.  C.  Academy,  Towa. 

In  my  opinion,  It  is  well  calculated  by  its  system  of  analysis  to  develop  those  rational 
(acuities  which  in  the  old  systems  wore  rather  left  tu  develop  themselves,  while  thu 
memory  was  overtaxed,  and  the  pupils  discouraged. 

From  B.  A.  Cox,  School  Commissioner,  Warren  County,  Illinois. 
>    I  have  examined  160  teachers  in  the  last  year,  and  those  having  studied  or  taught 
Clark's  System  have  universally  stood  fifty  per  cent  better  examinations  than  those 
having  studied  other  authors. 

From  M.  II.  B.  BCUKF.T,  Principal  Masonic  Institute,  Georgetown,  Tennessee. 
'  I  traveled  two  years  amusing  myself  in  instructing  (exclusively)  Grammar  classei 
with  Clark's  system.  The  first  class  I  instructed  fifty  days,  but  found  that  this  was 
more  time  than  was  required  to  impart  a  theoretical  knowledge  of  the  science. 
During  the  two  years  thereafter  I  instructed  classes  only  thirty  days  each.  Invariably 
I  proposed  that  unless  I  prepared  my  classes  for  a  more  thorough,  minute,  ami  accu- 
rate knowledge  of  English  Grammar  than  that  obtained  from  the  ordinary  bucks  and 
in  the  ordinary  way  in  from  one  to  two  years,  I  would  make  no  charge.  1  never 
failed  in  a  solitary  case  to  far  exceed  the  Lopes  of  my  classes,  and  made  money  and 
character  rapidly  as  an  instructor. 

From  A.  B.  DOUGLASS,  School  Commissioner,  Delaware  County,  \ew  York. 

I  have  never  known  a  class  pursue  the  study  of  it  under  a  lice  teacher,  that  has  not 
succeeded  ;  I  have  never  known  it  to  have  an  opponent  in  an  educated  teacher  who 
hud  thoroughly  investigated  it;  I  have  never  known  an  ignorant  teacher  to  examine 
it ;  I  have  never  knowu  a  teacher  who  has  used  it,  to  try  any  other. 

From  J.  A.  DOIHJB,  Teacher  and  Lecturer  on  English  Grammar,  Kentucky. 

We  are  tempted  to  assort  that  it  foretells  the  dawn  of  a  brighter  age  to  our  mother- 
tongne.  Both  pupil  and  teacher  can  fare  sumptuously  upon  its  contents,  however 
highly  they  may  have  prized  the  manuals  into  which  they  may  have  been  initiated. 
*nd  by  which  their  expressions  have  been  moulded. 

Front  W.  T.  CHAPMAN,  Superintendent  Public  Sihnols,  Wellington,  Ohio. 

I  regard  Clark's  System  of  Grammar  the  best  published.  For  teaching  the  analysis 
of  the  English  Language,  it  surpasses  any  I  ever  used. 

From  F.  9.  LVON,  Principal  South  Xorwalk  Union  School,  Connecticut. 

During  ten  years'  experience  iu  teaching,  I  have  used  nix  different  authors  on  the 
subject  of  1'itgiish  Grammar.  I  am  fully  convinced  that  Clark's  Grammar  is  better 
calculated  to  make  thorough  grammarians  than  any  other  that  I  have  seen. 

From  CATALOGUE  OP  ROIIBKB'S  COMMEBOIAL  COLLRUK,  St.  Lmiiit,  Jfi/uunin. 

We  do  not  hesitate  to  assert,  without  fear  of  successful  contradiction,  that  a  better 
knowledge  of  the  English  language  can  be  obtained  by  this  system  iu  six  weeks  than 
by  the  old  methods  in  as  many  months. 

From  A.  PIOKKTT,  President  of  the  State  Teachers'  Association,  Wisconsin. 

A  thorough  experiment  in  the  use  of  many  approved  authors  upon  the  subject  of 
English  Grammar  has  convinced  me  of  ;he  superiority  of  Clark.  When  the  pupil  ha* 
completed  the  course,  he  is  left  upon  a  foundation  of  principle,  and  uot  upon  the  die* 
'nin  of  the  author. 

Prom  GBO.  F.  MCFABLAND,  Prin.  McAllisterville  Academy,  Juniata  Co.,  Penn. 

At  the  first  examination  of  public-school  teachers  by  the  county  superintendent, 
when  one  of  our  student  teachers  commenced  analyzing  a  sentence  according  to  Clark, 
the  superintendent  listened  in  mute  astonishment  until  he  had  finished,  then  asked 
what  that  meant,  and  finally,  with  a  very  knowing  look,  said  such  work  wouldn't  do 
here,  and  asked  the  applicant  to  parse  the  sentence  right,  and  gave  the  lowest  certifi- 
cates to  all  who  barely  mentioned  Clark.  Afterwards,  I  presented  him  with  a  copy,' 
and  the  next  fall  he  periuil  ted  it  to  be  partially  used,  while  the  third  or  last  fall,  he 
epetiiy  commended  the  system,  and  appointed  three  of  my  best  teachers  to  explain  it 
at  th«  two  Institutes  and  one  County  Convention  held  since  September. 

t&~  Fur  further  testimony  of  equal  force,  sue  the  Publishers'  Special  Circular,  «X 
current  uuiubers  of  the  Educational  Bulletin. 


National  Series  of   Standard  School-'Books* 

GEOGRAPHY. 


NATIONAL  GEOGRAPHICAL  SYSTEM, 

THE   SERIES. 

I.  Monteith's  First  Lessons  in  Geography,  .  .  .  $  C5 
II.  Monteith's  New  Manual  of  Geography,  .  .  .  1  10 
III.  McNally's  System  of  Geography, 2  00 

ESrTEI?M:EDTATE  OR  ALTERNATE  VOLUMES. 

'"".  Monteith's  Introduction  to  the  Manual,  ....        63 
2*.  Monteith's  Physical  and  Political  Geography,       .        .    1  88 


ACCESSORIES. 

Monteith's  Wall  Maps  (per  sst) *20  00 

Monteith's  Manual  of  Mjp-Dravving  (Allen's  System)  .  25 
Monteith's  Map-Drawing  and  Object-Lessons,  .  .  75 
Monteith's  Map-Drawing  Scale *25 

1.  PRACTICAL  OBJECT  TEACHING.     The  infant  scholar  Is  first  introduced 
to  a  picture  whence  he  may  derive  notions  of  the  shape  of  the  earth,  the  phenom- 
ena of  day  and  night,  the  distribution  of  land  and  water,  and  the  great  natural 
divisions,  which  mere  words  would  fail  entirely  to  convey  to  the  untutored  uiind. 
Other  pictures  follow  oa  the  same  plan,  and  the  child's  mind  is  called  upon  to  grasp 
no  idea  without  the  aid  of  a  pictorial  illustration.     Carried  on  to  the  higher 
books,  this  system  culminates  in  Physical  Geography,  where  such  matters  as 
climates,  ocean  cuneuts,  the  winds,  peculiarities  of  the  earth's  crust,  clouds  and 
rain,  are  pictorially  explained  and  rendered  apparent  to  the  most  obtuse.    The 
illustrations  used  for  this  purpose  belong  to  the  highest  grade  of  art. 

2.  CLEAB,  BEAUTIFUL,  AND  CDRUECT  MAPS.    In  the  lower  numbers  the 
Hiaps  avoid  unnecessary  detail,  whila  respectively  progressive,  and  affording  the 
pupil  new  matter  for  acquisition  each  time  he  approaches  in  the  constantly  en- 
larging circle  the  point  of  coincidence  with   previous  lessons  in  the  more  ele- 
mentary books.  lu  the  Physical  and  Political  Geography  the  maps  embrace  many 
new  and  striking  features.    One  of  the  most  effective  of  these  is  the  new  plan  for 
displaying  on  each  map  the  relative  sizes  of  countries  not  represented,  thus  obvi- 
ating much  confusion  which  has  arisen  from  the  necessity  of  presenting  maps  in 
th3  same  atlas  drawn  on  different  scales.  The  maps  of  "  McNaJly"  have  long  been 
celebrated  for  their  superior  beauty  and  completeness.    This  is  the  only  school- 
book  in  which  the  attempt  to  make  a  complete  atlas  also  clear  and  diftinct,  has 
been  successful.    The  map  coloring  throughout  the  series  is  also  noticeable. 
Delicate  and  subdued  tints  take  the  place  of  the  startling  glare  of  Inharmonious 
colors  which  too  frequently  in  such  treatises  dazzle  the  eyes,  distract  the  atten- 
tion, and  serve  to  overwhelm  the  names  of  towns  and  the  natural  features  of  the 
landscape. 

9 


.1  ational  Series  oj    Standard  School- 

GEOGRAPHY-Continued. 

3.  THE  VARIETY  OF  MA?  EXERCISE.    Starting  each  time  from  a  different 
basis,  the  pupil  iu  many  instances  approaches  the  same  fact  no  less  than  itx 
times,  thus  indelibly  impressing  it  upon  his  memory.    At  the  same  time  this  sys- 
tem is  not  allowed  to  become  wearisome— the  extent  of  exercise  on  each  subject 
being  graduated  by  its  relative  importance  or  difficulty  of  acquisition. 

4.  THE    CHARACTER    AND   ARRANGEMENT    OF    THE  DESCBIPTrVE 
TEXT.    The  cream  of  the  science  has  teen  carefully  culled,  unimportant  matter 
rejected,  elaboration  avoided,  and  a  brief  and  concise  manner  of  presentation  cul- 
tivated.   The  orderly  consideration  of  topics  has  contributed  greatly  to  simplicity. 
Due  attention  is  paid  to  the  facts  in  history  and  astronomy  which  are  inseparably 
connected  with,  and  important  to  the  proper  understanding  of  geography— and 
such  only  are  admitted  on  any  terms.    In  a  word,  the  National  System  teaches 
geography  as  a  science,  pure,  simple,  and  exhaustive. 

5.  ALWAYS  UP  TO  THE  TIMES,    The  authors  of  these  books,  editorially 
speaking,  never  sleep.    No  change  occurs  in  the  boundaries  of  countries,  or  of 
counties,  no  new  discovery  is  made,  or  railroad  built,  that  is  not  at  once  noted 
and  recorded,  and  the  next  edition  of  each  volume  carries  to  every  Bchool-room 
the  new  order  of  things. 

6.  SUPEEIOE  GRADATION.    This  is  the  only  series  which  furnishes  an  avail- 
able volume  for  every  possible  class  in  graded  schools.    It  is  not  contemplated 
that  a  pupil  must  necessarily  go  through  every  volume  in  succession  to  attain 
proficiency.    On  the  contrary,  two  will  suffice,  but  three  are  advised ;  and  if  the 
course  will  admit,  the  whole  series  should  be  pursued.    At  all  events,  the  books 
are  at  hand  for  selection,  and  every  teacher,  of  every  grade,  can  find  among  them 
one  exactly  suited  to  his  class.    The  best  combination  for  those  who  wish  to 
abridge  the  course  consists  of  Nos.  1,  2,  and  3,  or.  where  children  are  somewhat  ad- 
vanced in  other  studies  when  they  commence  geography,  Nos.  1*,  2,  and  3.  Where 
but  two  books  are  admissible,  Nos.  l*and  2*,  or  Nos.  2  and  3,  are  recommended. 

7.  FORM  OF  THE  VOLUMES  AND  MECHANICAL  EXECUTION.   The  maps 
and  text  are  no  longer  unnaturally  divorced  in  accordance  with  the  time-honored 
practice  of  making  text-books  on  this  subject  as  inconvenient  and  expensive  as 
possible.    On  the  contrary,  all  map  questions  are  to  be  found  on  the  page  opposite 
the  map  itself,  and  each  book  is  complete  in  one  volume.    The  mechanical  execu- 
tion is  unrivalled.    Paper  and  printing  are  everything  that  could  be  desired,  and 
the  binding  is— A.  S.  Barn«s  and  Company's. 

8.  MAP-DRAWING.    In  1869  the  system  of  Map-Drawing  devised  by  Professor 
JEROME  AIXBN  was  secured  exclusively  for  thin  series.    It  derives  its  claim  to 
originality  and  usefulness  from  the  introduction  of  a  fixed  unit  of  measurement 
applicable  to  every  Map.    The  principles  being  so  few,  simple  and  comprehensive, 
:he  subject  of  Map-Drawing  is  relieved  of  all  practical  difficulty.    (In  Noe.  2,  2% 
-;nd  3,  and  published  separately.) 

8.  ANALOGOUS  OUTLINES.  At  the  same  time  with  Map-Drawing  was  also  in- 
troduced (in  No.  2),  a  new  and  ingenious  variety  of  Object  Lessons,  consisting  of  a 
omparfson  of  the  outlines  of  countries  with  familiar  objects  piotorially  represented. 

10 


The  J\'atiofial  Series  of  Standard  School-Books. 

Monteith  &  McNally's  National  Geographies, 

CRITICAL    OPINIONS. 

From  R.  A  ADAMS,  Member  of  Board  of  Education,  New  Tork. 

1  have  found,  by  exauiination  of  the  Book  of  Supply  of  our  Board,  that  consid- 
erably the  largest  number  of  any  sciies  now  used  in  our  public  schools  is  th<» 
National,  by  Monteith  and  McNally. 

From  BBO.  PATBICK,  Chief  Provincial  of  the  Vast  Educational  Society  of  the 
CUBISTIAN  BROTHERS  in  the  United  States. 

Having  been  convinced  for  some  time  past  that  the  series  of  Geographies  in 
use  in  our  schools  were  not  giving  satisfaction,  and  came  far  short  of  meeting 
our  most  reasonable  expectations,  I  have  felt  it  my  imperative  duty  to  examine 
into  this  matter,  and  see  if  a  remedy  could  not  be  found. 

Copies  of  the  different  Geographies  published  in  this  country  have  been  placed 
at  our  command  for  examination.  On  account  of  other  pressing  duties  we  have 
not  been  able  to  give  as  much  time  to  the  investigation  of  all  these  different  series 
as  we  could  have  desired ;  yet  we  have  found  enough  to  convince  us  that  there  a:  e 
many  others  better  than  those  we  are  now  using;  but  we  cheerfully  give  our  most 
decided  preference,  above  all  others,  to  the  National  Series,  by  Monteith  &  McNally. 

Their  easy  gradation,  their  thoroughly  practical  and  independent  character, 
their  comprehensive  completeness  as  a  full  and  accurate  system,  the  wise  dis- 
crimination shown  in  the  selection  of  the  subject  matter,  the  beautiful  aud  copious 
Illustrations,  the  neat  cut  type,  the  general  execution  of  the  works,  and  oilier  ex- 
cellencies, win  commend  them  to  the  friends  of  education  everywhere. 

From  the  "Hoara  MONTHLT,"  NashviH-!,  Tenn. 

MoNTErrn's  AND  McNAii/r's  GEOGRAPHIES.— Geography  is  BO  closely  con- 
nected with  Astronomy,  History,  Ethnology,  and  Geology,  that  it  is  difficult  to 
define  its  limit  j  in  the  construction  of  a  text-book.  If  the  author  confines  himself 
strictly  to  a  description  of  the  earth's  surface,  his  book  will  be  drj*,  meager,  and 
unintelligible  to  a  child.  If,  on  the  other  hand,  he  attempts  to  give  information 
on  the  cognate  sciences,  he  enters  a  boundless  field,  and  may  -wander  too  far.  It 
eeems  to  us  that  the  authors  of  the  series  before  us  have  hit  on  the  happy  medium 
between  too  much  and  too  little.  The  First  Lessons,  by  applying  the  system  of 
object-teaching,  renders  the  subject  so  attractive  that  a  child,  just  able  to  read, 
may  become  deeply  interested  in  it.  The  second  book  of  the  course  enlarges  the 
view,  but  still  keeps  to  the  maps  and  simple  descriptions.  Then,  in  the  third 
book.  « e  have  Geography  combined  with  History  and  Astronomy.  A  general 
view  of  t.ie  solar  system  is  presented,  so  that  the  pupil  may  understand  the 
earth's  position  on  the  map  of  the  heavens.  The  first  part  of  the  fourth  book 
treats  of  Physical  Geography,  and  contains  a  vast  amount  of  knowledge  com- 
pressed into  a  small  space.  It  is  made  bright  and  attractive  by  beautiful  pictures 
and  suggestive  illustrations,  on  the  principle  of  object-teaching.  The  maps  in 
the  second  part  of  this  volume  are  remarkably  clear,  and  the  map  exercises  are 
copious  and  judicious.  In  the  fifth  and  last  volume  of  the  scries,  the  whole  sub- 
ject is  reviewed  and  systematized.  This  is  strictly  a  Geography.  Its  maps  are 
beautifully  engraved  and  clearly  printed.  The  map  exercises  arc  full  and  com- 
prehensive. In  all  these  books  the  maps,  questions  and  descriptions  are  given  in 
the  same  volume,  in  most  geographies  there  arc  too  many  details  and  minute 
descriptions— more  than  any  child  out  of  purgatory  ought  to  bo  required  to  learn. 
The  power  of  memory  is  overstrained ;  there  is  confusion — no  clearly  defined  idea 
is  formed  in  the  child's  mind.  But  in  these  books,  in  brief,  pointed  descriptions, 
and  constant  "se  of  bright,  accurate  map*,  the  whole  subject  id  photographed  on 
the  mind. 


The  National  Series  oj  Standard  School -Ziooks. 

The  National  System  of  Geography, 

BY   MONTEITH   &    McNALLY. 
ITS   RECORD. 

These  popular  text-books  hare  been  adopted,  by  official  authority,  for  the  schools 
of  the  following  States,  cities,  and  associations— in  most  cases  for  exclusive  and 
uniform  use. 

STATES. 
CALIFORNIA. 

MISSOUBI.  VERMONT.  MINNESOTA. 

AT.AHAMA,  IOWA.  NORTH  CAROLINA. 

TENNESSEE.  LOUISIANA.  KANSAS. 

TEXAS.  MISSISSIPPI. 
CITIES. 

New  York  City.  Louisville.  Nashville.  Portland. 

Brooklyn.  Newark.  Utica.  Savannah. 

New  Orleans.  Milwaukee.  Wilmington.  Indianapolis. 

Buffalo.  Charleston.  Trenton.  Springfield. 

Richmond.  Rochester.  Norfolk.  Wheeling. 

Jersey  City.  Mobile.  Norwich.  Toledo. 

Hartford.  Syracuse.  Lockport.  Bridgeport. 

Worcester.  Memphis.  Dubuque.  St.  Paul. 

ASSOCIATIONS. 

The  Society  of  the  CHRISTIAN  BROTHERS,  representing  40,000  pupils. 

The  FRANCISCAN  BROTHERS,  8,000  pupils. 
AMERICAN  MISSIONARY  SOCIETY,  50,000  pupils. 


Monteith's  Physical  &  Intermediate  Geography, 

This  is  the  most  recently  published  of  the  Geographical  Series,  and  as  might 
have  been  anticipated,  was  very  warmly  received. 

TESTIMONIALS    IN    BRIEF. 

The  more  I  examine  the  better  I  am  pleased. — J.  T.  GOODNOW,  State  Stipt.  Kans, 
Has  no  superior  as  a  text-book. — E.  J.  THOMPSON,  Supt.  Fillmore  Co.,  Minn. 
Brief,  clear,  suggestive,  and  admirably  adapted. — E.  CONANT,  Prin,  Vt.  Normal. 
It  is  a  gem  of  a  book. — E.  A.  STRONG,  Supt.  Public  Schools,  Grand  Rapids,  Mich. 
The  best  adapted  we  have  seen.— O.  FAVILLE.  State  Supt.,  Iowa. 
A  book  that  has  long  been  needed. — A.  J.  KINGMAN.  Supt.  McUenry  Co.,  111. 
Prepared  with  labor,  care,  and  well  adapted. — C.  B.  HA'Lsr^EA.v^S'upl.Newbur^^V.  Y. 
The  beet  Geography  ever  published.— J.  HUTCHISON,  Prin.  Boys' Sch.  Jefferson,  La. 
I  like  it  very  much.— A.  J.  CRAIG,  State  Superintendent,  Wisconsin. 
Cannot  fail  to  awaken  a  new  interest.—  Vermont  School  Journal.  [  Coll.,  Va. 

A  new  field  cultivated  with  great  success.— T.  C.  JOHNSON,  Pres.  Randolph  Macon. 
Contains  more  common  sense  than  any  other.— J.  AXOKAB,  Prin.  Madison  Ac. Iowa. 

12 


National  Series  of  Standard  School-Hooks. 


MATHEMATICS. 


ARITHMETIC. 

BLATKK 

1.  Davies'  Primary  Arithmetic $  25 

2.  Davies'  Intellectual  Arithmetic 40 

3.  Davies'  Elements  of  Written  Arithmetic    ...  50 

4.  Davies'  Practical  Arithmetic 90 

Key  to  Practical  Arithmetic 90 

5.  Davies!  University  Arithmetic 1  40 

Key  to  University  Arithmetic *1  40 

ALG-EBRA. 

1.  Davies'  New  Elementary  Algebra 1  25 

Key  to  Elementary  Algebra *1  25 

2.  Davies'  University  Algebra 1  60      1  75 

Key  to  University  Algebra *1  60 

3.  Davies'   Bourdon's  Algebra 225      245 

Key  to  Bourdon's  Algebra *3  25 

G-EOMETRY. 

1.  Davies'  Elementary  Geometry  and  Trigonometry  1  40  1  5ft 

2.  Davies'  Legendre's   Geometry 2  25  2  45 

3.  Davies'  Analytical   Geometry  and  Calculus     .    .    2  50  2  70 

4.  Davies'  Descriptive  Geometry 2  75  3  00 

MENSURATION. 

1.  Davies'  Practical  Mathematics  and  Mensuration    1  46      1  55 

2.  Davies'  Surveying   and   Navigation 2  50      2  70 

3.  Davies'  Shades,  Shadows,  and   Perspective  .    .    3  75      4  00 

MATHEMATICAL    SCIENCE. 

Davies'   Grammar  of  Arithmetic .*    50 

Davies'    Outlines  of  Mathematical  Science *1  00 

Davies1    Logic  and    Utility  of  Mathematics    .    .    .    .    .    •*!  50 

Davies'  Matric  System #1  50 

lavies  &  Peck's  Dictionary  of  Mat:utfta;i^ .    -    -    •     .    .*5  00 

13 


National  Series  of  Standard  School-Books. 


DAVIES'  NATIONAL  COURSE  of  MATHEMATICS, 

ITS     RECORD. 

In  claiming  for  this  series  the  first  place  among  American  test-books,  of  what- 
ever class,  the  Publishers  appeal  to  the  magnificent  record  which  its  volume} 
have  earned  during  the  thirty-five  years  of  Dr.  Charles  Davies'  mathematical 
labors.  The  unremitting  exertions  of  a  life-time  have  \  laced  the  modern  eci  ies  oil 
the  fame  proud  eminence  among  competitors  that  each  of  its  predecessors  hai 
successively  enjoyed  in  a*  course  of  constantly  improved  editione,  now  rounded  to' 
their  perfect  fruition — for  it  seems  almost  that  this  science  is  susceptible  of  na 
further  demonstration. 

During  the  period  alluded  to,  many  authors  and  editors  in  this  department  havo 
(started  into  public  notice,  and  by  borrowing  ideas  and  processes  original  with  Dr. 
Davies,  have  enjoyed  a  brief  i  opularity,  but  are  now  almost  unknown.  Many  of 
the  series  of  to-day,  built  upon  a  similar  basis,  and  described  as  "  modern  books," 
are  destined  to  a  similar  fate ;  while  the  most  far-seeing  eye  will  find  it  difficult  to 
fix  the  time,  on  the  basis  of  any  data  afforded  by  their  past  history,  when  these 
books  will  cease  to  increase  anil  prosper,  and  fix  a  still  firmer  hold  en  the  affection 
of  every  educated  American. 

One  cause  of  this  unparalleled  popularity  is  found  in  the  fact  that  the  enterprise 
of  the  author  did  not  cease  with  the  original  completion  of  his  books,.  Always  a 
practical  teacher,  he  has  incorporated  in  his  text-books  from  time  to  time  the  ad- 
vantages of  every  improvement  in  methods  of  teaching,  and  every  advance  in 
science.  During  ell  the  years  in  which  he  has  been  laboring,  he  constantly  sub- 
mitted his  own  theories  and  those  of  others  to  the  practical  test  of  the  class-room 
—approving,  rejecting,  or  modifying  them  as  the  experience  thus  obtained  might 
suggest.  In  this  way  he  has  been  able  to  produce  an  almost  perfect  series  of 
class-books,  in  which  every  department  of  mathematics  has  received  minute  and 
exhaustive  attention. 

Nor  has  he  yet  retired  from  the  field.  Still  in  the  prime  of  life,  and  enjoying  a 
ripe  experience  which  no  other  living  mathematician  or  teacher  can  emulate,  his 
pen  is  ever  ready  to  carry  on  the  good  work,  as  the  progress  of  science  may  de- 
mand. Witness  his  recent  exposition  of  the  "  Metric  System,"  which  received 
the  official  endorsement  of  Congress,  by  its  Committee  on  Uniform  Weights  and 
Measures. 

DAVIES'  SYSTEM  is  THE  ACKNOWLEDGED  NATIONAL  STANDARD  roB  THB 
UNITED  STATES,  for  the  following  reasons : — 

1st.  It  is  the  basis  of  instruction  in  the  great  national  schools  at  West  Point 
and  Annapolis. 

2d.    It  has  received  the  quaA  endorsement  of  the  National  Congresu. 

3d.    It  is  exclusively  used  in  the  public  schools  of  the  National  Capital. 

4th.  The  officials  of  the  Government  use  it  as  authority  in  all  cases  involving 
mathematical  questions. 

6th.  Our  great  soldiers  and  sailors  commanding  tho  nations!  armies  ar.d  r  avies 
were  educated  in  this  system.  So  have  been  a  majority  of  eminent  scientists  in 
this  country.  All  these  refer  to  "Davies "  as  authority. 

6th.  A  larger  number  of  American  citizens  have  received  their  education  from 
this  than  from  any  other  series. 

7th.  The  series  has  a  larger  circulation  throughout  the  whole  country  than  any 
other,  being  extensively  used  in  every  State  in  the  Union. 

u 


The  National  Series  o/  Standard  School-Hooks. 


MATHEMATICS-Continued. 

ARITHMETICAL    EXAMPLES. 

Reuck's  Examples  in  Denominate  Numbers  $    50 
Reuck's  Examples  in  Arithmetic 1  oo 

These  volumes  differ  from  the  ordinary  arithmetic  in  their  peculiarly 
practical  character.  They  are  composed  mainly  of  examples,  and  afford 
the  most  severe  and  thorough  discipline  for  the  mind.  While  a  book 
which  should  contain  a  complete  treatise  of  theory  and  practice  would  be 
too  cumbersome  for  every -day  use,  the  insufficiency  of  practical  examples 
has  been  a  source  of  complaint. 

HIGHER     MATHEMATICS. 

Church's  Elements  of  Calculus 2  60 

Church's  Analytical  Geometry 2  50 

Church's  Descriptive  Geometry,  with  Shades, 

Shadows,  and  Perspective 4  00 

These  volumes  constitute  the  "  West  Point  Course"  in  their  sever*! 
departments. 

Courtenay's  Elements  of  Calculus    •    •    -   <  3  °0 

A  work  especially  popular  at  the  South. 

Hackley's  Trigonometry 3  00 

With  applications  to  navigation  and  surveying,  nautical  and  practical 
geometry  and  geodesy,  and  logarithmic,  trigonometrical,  and  nautical 
tables. 

APPLIED    MATHEMATICS. 

Peck's  Ganot's  Popular  Physics 1  75 

Peck's  Elements  of  Mechanics 1  75 

Peck's  Practical  Calculus 1  75 

Prof.  \V  G.  Peck,  of  Columbia  College,  has  designed  the  first  of  these  works  for 
the  ordinary  wants  of  schools  in  the  department  of  Natural  Philosophy.  The 
work  enjoys  n  high  reputation. 

The  Mechanics  and  Calculus  are  the  briefest  treatises  on  those  subjects  now 
published.  Their  methods  are  purely  practical,  and  unembarrassed  by  the  details 
which  rather  confuse  than  simplify  science. 

SLATED    ARITHMETICS. 

This  consists  of  the  application  of  an  artificially  slated  surface  to  the  inner  cover 
of  a  book,  with  flap  of  the  same  opening  outward,  so  that  students  may  refer  to 
the  book  and  use  the  slate  at  one  and  the  same  time,  and  as  though  the  slate  were 
detached.  When  folded  up,  the  slate  preserves  examples  and  memoranda  till 
needed.  The  material  used  is  as  durable  as  the  stone  slate.  The  additional  cost 
of  books  thus  improved  is  trifling. 

15 


Jfational  Scries  cf  •'ifaitciard  School-Hooks. 

Davies'  National  Course  of  Mathematics. 

TESTIMONIALS. 

From  L.  VAN  BOKKELEN,  State  Superintendent  Public  Instruction,  Maryland. 

The  series  of  Arithmetics  edited  by  Prof.  Davies.  and  published  by  your  firm, 
have  been  used  lor  many  years  in  the  school  ;  of  several  counties,  and  the  city  ol 
Baltimore,  and  have  beea  approved  by  teachers  and  commissioners. 

Under  the  law  of  Ibuj,  establishing  a  nnii'onn  system  cf  Free  Pul.lie  Schools, 
these-  Arithmetics  v,-crc  unanimously  adopted  by  the  State  Boiml  of  EC  "neat  ion, 
after  ,\  careful  examination,  and  are  now  used  in  all  the  Public  Schools  of  ilary- 
lanl. 

These  facts  evidence  the  high  opinion  entertained  by  the  School  Authorities  ot 
the  value  of  the  series  theoretically  and  practically. 

From  HORACE  "WEBSTEB,  President  of  the  Colleje  cf  New  York. 
The  undersigned  has  examined,  with  care  and  thought,  revere!  volumes  of  Da- 
viea'  Mathematics,  and  is  of  the  opinion  that,  as  n.  whole,  it  i.s  tbe  most  completes 
and  best  course  for  Academic  and  Collegiate  instruction,  with,  which  he  is  cc- 
quainted. 

From  DAVID  N.  CAMP,  State  Superintendent  of  Common  Schools,  Connecticut. 

I  have  examined  Davies'  Series  of  Arithmetic?  with  FOEIO  care.  The  lanj^uage 
is  clear  and  precise  ;  each  principle  is  thoroughly  analyze  -.!,  JUK!  the  whole  c'o  ar- 
ranged as  to  facilitate  tho  work  of  instruction.  Having  observe:!  the  ratisfacticu 
and  success  with  which  the  different  books  have  been  iiccd  by  eminent  teachers, 
it  gives  me  pleasure  to  commend  thera  to  ethers. 

From  J.  O.  TVILSOK,  Cliairman  Committee  ox  Text-Looks,  Washington,  D.  C. 

I  consider  Daviea'  Arithmetics  decide  "ly  cupei-jor  vo  nay  other  fence,  end  in 
this  opinion  I  cm  sustained,  I  believe,  Vy  tho  cuvireEoarclcf  Education  and  Corps 
of  Teachers  in  this  city,  where  they  have  boon  used  ior  tevoral  year  j  pact. 

From  JonK  L.  CAHPSELL,  Prcfexcr  cf  llc.ihemc.tivs,  JTclcch  College,  Indiana. 
A  proper  combination  of  abstract  reasoning  end  practicr.1  illtietration  is  the 
chief  excellence  iu  Prof.  Davies'  Mathematical  vorto.  I  prefer  his  Arithmetics, 
Algebras.  Geometry  and  Trigonometry  to  ell  others  now  in  1'cc,  end  cordially  re- 
commend them  to  nil  who  desire  the  advancement  cf  Eoaucl  laarning. 

From  MAJOR  J.  n.  WITITTLESEY,  Government  Incpacter  rf  I"Jit';r~j  CcLools. 

Be  assured,  I  regard  the  Trorks  of  Prof.  Baric-*,  with  which  I  nn  ncmir.rn(c:l.  cs 
l)jr  far  the  best  text-boohs  in  print  0:1  the  subjects  which  they  treat.  I  fhell  cer- 
tainly encourage  their  adoption  wherever  a  word  from  me  may  be  cf  nny  trail. 

From  T.  McC.  EALLAXTHTI:,  Prcf.  T'z'.hcmz'.iis  C::rnbcrlzn'Z  Collie,  I?cntuc7:y. 
1  have  long  taught  Prof.  Davies'  Coar53  cf  Ilathomatics,  and  I  continue  to  liha 
their  working. 

From,  JOHN  McLiLAH  Ezi^,  B.  A.,  Priii.  of  Lower  Canada  Cotteye. 

I  hnre  used  Davies1  Arithmetical  end  Mathematical  Series  es  text-books  in  the 
schools  under  niy  charge  for  the  last  eix  years.  These  I  have  found  of  great  efii- 
cacy  in  exciting,  invigorating,  and  concentrating  the  intellectual  lacultics  of  tho 
young. 

Each  treatise  serves  C3  en  introduction  to  the  next  higher,  by  the  f  imilarity  of 
Its  reasonings  and  methods;  cud  the  student  JJ  carrie.l  forward,  ly  easy  cud 
gradual  steps,  over  tho  whole  field  <  f  mathematical  inoniry,  rn'l  thct,  toe",  in  a 
shorter  time  than  ii  usually  rccupicd  i:i  mastering  n  Fintrl"  department.  1  1  inccrc- 
ly  and  heartily  recommend  them  to  tho  Attention  of  my  fellow-teachers  in  Canaclt. 


From  D.  \7.  ijTEELE,  Pri:i.  Philefxicn  Academy,  Cold  Sprinc/f,  Texas. 
I  have  need  Davics'  Arithmetics  ti'l  I  know  them  nearly  by  heart.    A  better 
_eries  of  echool-books  never  were  pnblisherl.    I  have  recommended  them  r.r.til 
they  are  now  used  in  all  this  region  of  country. 


A  large  mass  of  similar  "  Opinions  "  may  be  obtataed  by  cdclressinrj  the  pub- 
lisher-; for  special  circular  for  Davies'  Ma  thematic".  New  recommendations  ere 
published  hi  current  numbers  of  the  Educational  Bulletin. 

16- 


J\*at  tonal  Series  cf  Standard  School-Books. 


HISTORY 


Monteilh's  Youth's  History, $75 

A  History  of  tho  United  States  for  beginners.  It  is  arranged  upon  the 
catechetical  j/la.i,  with  illustrative  maps  and  engravings,  review  questions, 
c'..;tcs  in  parentheses  (that  their  study  may  be  optional  with  the  younger 
el.iss  of  learners),  and  interesting  biographical  Sketches  of  all  persons 
who  have  been  prominently  identified  with  the  history  of  our  country. 

Wil lard's  United  States,  School  edition,    .    .    .    1 

Do.  do.  University  edition,      .  2 

The  plan  of  this  standard  work  is  chronologically  exhibited  in  front  of 
the  title-page ;  the  Maps  and  Sketches  are  found  useful  assistants  to  the 
memory,  and  dates,  usually  so  difficult  to  remember,  are  so  systematically 
arranged  as  in  a  great  degree  to  obviate  the  difficulty.  Candor,  impar- 
tiality, and  accuracy,  are  the  distinguishing  features  of  tho  narrative 
portion. 

Willard's  Universal  History, 2  25 

The  most  valuable  features  of  tho  "  Unite,!  States"  arc>  reproduced  in 
this.  The  peculiarities  of  the  work  are  its  great  conciseness  and  the 
prominence  given  to  the  chronological  order  of  events.  The  margin 
marks  each  successive  era  with  great  distinctness,  BO  that  the  pupil  rc- 
t-iins  not  o.ily  the  event  but  its  time,  nnd  thus  fixes  the  order  of  history 
f.rnily  and  usefully  i.i  his  mind.  Mrs.  TVillani's  books  are  constantly 
revised,  and  at  all  times  written  u;)  to  embrace  important  historical 
eveuU  of  i-ecuul  date. 

Berard's  History  of  England, 1  75 

I'y  an  authoress  well  known  for  Hio  tuccess  of  her  TTistory  of  the  United 
States.  The  social  lilc  of  the  KnglUh  people  is  felicitously  interwoven, 
as  iu  fact,  with  tho  civil  and  military  transactions  of  tlie  realm. 

Ricord's  History  of  Rome, 1  ™ 

Possesses  the  charm  of  an  attractive  romance.  The  Fables  with  which 
this  history  abounds  arc  introduced  in  such  a  way  as  not  to  deceive  the 
Inexperienced,  while  adding  materially  to  the  value  of  the  work  as  a  reli- 
able index  to  the  character  and  institutions,  as  well  as  the  history  of  tho 
lioruau  people. 

Banna's  Bible  History, 1  25 

The  only  compendium  of  Bible  narrative  which  affords  a  connected  and 
chronological  view  of  the  important  events  there  recorded,  divested  of  tU 
superfluous  detail. 

Summary  of  History,  Complete 60 

American  History,  $0  40.     French  and  Eng.  Hist.         35 

A  well  proportioned  outline  of  leading  events,  condensing  the  substance  of  the 
more  extensive  text-book  in  common  use  into  a  series  of  statements  so  brief,  that 
every  word  may  be  committed  to  memory,  and  yet  §o  comprehensive  that  it 
pn-si-ms  an  accurate  though  general  view  of  the  whole  continuous  life  of  cation*. 

Marsh's  Ecclesiastical  History, 2  oo 

Questions  to  ditto, 75 

Affording  the  History  of  the  Church  m  all  ages,  with  accounts  of  thn 
pagan  world  during  Biblical  periods,  and  the  character,  rise,  and  progress 
of  all  Religions,  as  well  as  the  various  sects  of  the  worshiper*  o/  Christ 
The  work  is  entirely  non-sectarian,  though  strictly  catholie. 

17 


The  National  Series  of  Standard  School-Hooks. 

HISTORY-Continued. 

BARNES'  ONE-TERM  HISTORY. 
A  Brief  History  of  the  United  States,  •    .    ?$i  50 

This  is  probably  the  MOST  ORIGINAL  SCHOOL-BOOK  published  for  many  yeara, 
in  auy  department.    A  lew  of  us  tlaima  me  the  icllowing: 

1.  Brcvit?. — The   test  is  complete    for    Grammar  School  or  intermediate 
classes,  in  290  12mo  pages,  large  type.    It  mey  readily  be  completed,  il  cetired,  in 
one  term  of  study. 

2.  ConprahansivsneSS.— Though  so  brief,  this  bock  contains  the  pith  of  all 
the  wearying  contents  of  the  larger  manuals,  and  a  great  tleal  LLOIC  than  tLe  mem- 
ory usually  retains  from  the  latter. 

3.  Int3r33t  has  been  a  prime  consideration.     Small  books  have  heretofore 
beuu  bare,  full  of  dry  i- tatistics,  unattractive.    This  one  is  charmingly  written, 
replete  with  anecdote,  and  brilliant  with  illustration. 

1  Proportion  Of  Events.— It  is  remarkable  for  the  discrimination  with 
which  the  different  portions  of  our  history  are  presented  according  to  iheir  im- 
portance. Thus  the  older  works  being  already  large  books  when  the  civil  war 
took  place,  give  it  less  space  than  that  accorded  to  the  Revolution. 

5.  Arr3.n*3Tn.3nt — In  Fix  epochs,  entitled  respectively.  Discovery  and  Settle- 
ment, the  Colonies,  the  Revolution,  Growth  of  States,  the  Civil  War.  and  Current 
Events. 

6.  Catch  Words, — Each  paragraph  is  preceded  by  its  lending  thought  in 
prominent  type,  standing  in  the  student's  mind  lor  the  whole  paragraph. 

7..  K37  Not  33 — Analogous  with  thia  is  the  idea  of  grouping  battles,  etc., 
about  some  central  event,  which  relieves  the  f  ameness  so  ccmn-.on  in  such  de- 
scriptions, and  renders  each  distinct  by  some  striking  peculiarity  of  its  own. 

8.  Fooi  N0j23,— These  are  crowded  with    interesting   matter   that  is  not 
strictly  a  part  of  history  proper.    They  may  be  learned  or  i;ot,  at  pleasure.    They 
are  certain  in  any  event  to  be  read. 

9.  BlO^raphisS  of  all  the  leading  characters  arc  given  in  full  in  foot-rotes. 

10.  MllDS.—  Elegant  and  distinct  Maps  from  engravings  on  copper-plate,  and 
beautifully  colored,  precede  each  epoch,  and  contain  all  the  places  earned. 

11.  Question")  are  at  the. back  of  the  book,  to  compel  a  more  independent  use 
of  the  text.    Both  text  and  questions  are  to  worded  that  the  pupil  must  give  in- 
telligent answers  IN  HIS  OWN  WOHDS.    "  Yes  "  and  "  Ko  "  will  not  do. 

12.  Historical  Eacreations,— These  are  additional  questions  to  test  the  stu- 
dent's knowledge,  in  review,  as:  "What  trees  are  celebrated  in  our  history?" 
"  When  did  a  fog  save  our  army  ?  "     "  What  Presidents  died  in  cflice '( "    '•  When 
was  the  Mississippi  our  western  boundary  1 ''    "  Who  said,  '  I  would  rather  bo 
right  than  President  ? '  "  etc. 

13.  Til3  Illustrations,   about  seventy  in  number,  are  the  work  of  onrbest 
artists  and  engravers,  produced  at  great  expense.     They  are  vhid  cr.d  interest- 
ing, and  mostly  upon  subjects  never  before  illustrated  in  a  school-book. 

14.  Dlt33 Only  the  leading  dates  are  given  in  the  text,  and  these  are  so 

associated  as  to  assist  the  memory,  but  at  the  head  of  each  page  is  the  date  of  the 
event  first  mentioned,  and  at  the  close  of  each  epoch  a  summary  of  events  and  dates. 

15.  T!l3  Philosophy   Of  History  is  studiously  exhibited— the  causes  and 
effects  of  events  being  distinctly  traced  and  their  interconnection  shown. 

IS.  Impartiality.  —  All  sectional,  partisan,  or  denominational  views  are 
avoided.  Facts  are  stated  after  a  careful  comparison  of  nil  authorities  without 
the  least  prejudice  or  favor. 

17.  InieS,— A  verbal  index  at  the  close  of  the  book  perfects  it  as  a  work  of 
reference. 

It  win  be  observed  that  the  abovo  avr  r.ll  particulars  in  which  School  Histories 
have  .been  signally  defer  tivc.  or  altogether  wanting.  Many  other  claims  to  favor 
v  share*  in  common  with  ifc»  predecessor?. 

18 


National  Series  of  Standard  School  &ooks. 

BOOK-KEEPING 


Smith  &  Martin's  Book-keeping  .    -    .    .    *i  25 
Blanks  to  ditto *60 

This  work  Is  by  a  practical  teacher  and  a  practical  book-keeper.  It  t 
of  a  thoroughly  popular  class,  ai;d  will  be  welcomed  by  every  one  wh« 
loves  to  see  theory  and  practice  combined  in  an  easy,  concise,  and 
methodical  form. 

The  Single  Entry  portion  Is  well  adapted  to  supply  a  want  felt  In  nearly 
all  other  treatises,  which  seem  to  be  prepared  mainly  for  the  use  of  whole- 
sale merchants,  leaving  retailers,  mechanics,  farmers,  &c.,  who  transact 
the  greater  portion  of  the  business  of  the  country,  without  a  guide.  The 
work  is  also  commended,  on  this  account,  for  general  use  in  Young  Ladies' 
Seminaries,  where  a  thorough  grounding  in  the  simpler  form  of  accounts 
will  be  invaluable  to  tht,  future  housekeepers  of  the  nation. 

The  treatise  on  Double  Entty  Book-keeping  combines  all  the  advan- 
tages of  the  most  recent  methods,  with  the  utmost  simplicity  of  application, 
thus  affording  the  pupil  all  the  advantages  of  actual  experience  in  the 
counting-liou.<e,  and  giving  a  clear  comprehension  of  the  entire  sub- 
ject through  «  judicious  course  of  mercantile  transactions. 

The  shape  if  the  book  is  such  that  the  transactions  can  be  presented  as 
in  actual  pra  nice  ;  and  the  simplified  form  of  Blanks,  three  in  number, 
adds  greatly  ( >  the  ease  experienced  in  acquiring  the  science. 

DRAWING. 

<  •  » 

The  Little  Artist's  Portfolio *50 

25  Drawing '  lards  (progressive  patterns),  25  Blanks,  and  a  fine  Artist'* 
Pencil,  all  In  one  neat  envelope. 

Clark's  Elements  of  Drawing *i  oo 

Containing  full  instructions,  with  appropriate  designs  and  copies  for  a 
complete  cjurfu  in  this  graceful  art,  from  the  first  rudiments  of  outline  to 
the  finished  sS  etches  of  landscape  and  scenery. 

Fowle's  Linear  and  Perspective  Drawing    '60 

For  tto  cultivation  of  the  eye  and  hand,  with  copious  illustrations  and 
directiiriB,  wh  ch  will  enable  the  unskilled  teacher  to  learn  the  art  himself 
while  instructing  his  pupils. 

Chapman's  American  Drawing  Book  .    .   .*6  oo 

Tie  standard  American  text-book  and  authority  in  all  branches  of  art. 

Monk's  Drawing  Books— Six  Numbers,  per  set  *2  25 

Each  book  contains  eleven  large  patterns  with  opposing  blanks.  No.  1. — 
'C'ementary  Studies;  No.  2. — Studies  of  Foliage;  No.  3. — Landscapes; 
No.  4. — Animals,  I.;  No.  5 — Animals,  II. ;  No.  6. — Marine  Views,  &c. 

Ripley's  Map  Drawing 1  25 

One  of  t*»e  mis'  efficient  aids  to  the  acquirement  of  a  knowledge  of 
geography  ia  tne  practice  of  map  drawing.  It  is  useful  for  the  same  reason 
that  the  l«efA  exercise  in  orthography  is  the  writing  of  difficult  words. 
Sight  comes  to  the  aid  of  hearing,  and  a  double  impression  is  produced 
upon  the  memory.  Knowledge  becomes  less  mechanical  and  more  intui- 
tive. The  student  who  1ms  sketched  the  outlines  of  a  country,  and  dotted 
the  important  places,  is  little  likely  to  forget  either.  The  impression  pro 
duced  may  be  compared  to  that  of  a  traveler  who  has  been  over  the 
ground,  while  more  comprehensive  and  accurate  in  detail. 

19 


J\~ational   xrrtes   »/   Xffi/irfrrrrf 


NATURAL     SCIENCE. 


FAMILIAR    SCIENCE 
Norton  &  Porter's  First  Book  of  Science,  •  $1  75 

By  eminent  Professors  of  Yale  Collage.  Contains  the  principles  of 
Natural  Philosophy,  Astronomy,  Chemistry,  Physiology,  and  Geology. 
Arranged  on  the  Catechetical  plan  for  primary  classes  and  beginners. 

Chambers'  Treasury  of  Knowledge,    •    •   •  1  £3 

Progressive  Isssons  upon  —  first,  common  things  which  He  most  imme- 
diately around  us,  and  first  attract  the  attention  of  the  young  mind  ; 
second,  common  objects  from  the  Mineral,  Animal,  and  Vegetable  king- 
doms, manufactured  articles,  and  miscellaneous  substances  ;  third,  a  sys- 
tematic view  of  Nature  under  the  various  sciences.  May  be  used  as  a 
Eeader  or  Text-Book. 


l 


NATURAL    PHILOSOPHY. 
Norton's  First  Book  in  Natural  Philosophy, 

By  Prof.  NOBTOX,  of  Yale  College.  Di-signed  for  beginners  ;  profusely 
illustrated,  and  arranged  on  the  Catechetical  plan. 

Peck's  Ganot's  Course  of  Nat.  Philosophy,  1  73 

The  standard  text-book  of  France,  Americanized  and  popularized  by 
Prof.  PECK,  of  Columbia  College.  The  most  magnificent,  system  of  illus- 
tration ever  adopted  in  an  American  school-book  is  here  found.  For 
intermediate  classes. 

Peck's  Elements  of  Mechanics,  ......  2  25 

A  suitable  introduction  to  Birtlett's  higher  treatises  on  Mechanics] 
Philosophy,  and  adequate  in  itself  for  a  complete  academical  course. 

Bartlett's  Synthetic  Mechanics,  .....  5  oo 
Bartlett's  Analytical  Mechanics,  .....  6  oo 
Bartlett's  Acoustics  and  Optics,  .....  3  53 

A  system  of  Collegiate  Philosophy,  by  Prof.  BABTLETT,  of  'West  Point 
Military  Academy. 

Steela's  14  Weeks  Course  in  Philos.  <EeeP.ss.).  l  so 

G-EOLOG-Y. 
Page's  Elements  of  Geology,  .......  1  25 

A  volume  of  Chambers'  Educational  Course.  Practical,  simple,  and 
eminently  calculated  to  make  the  study  interesting. 

Emmon's  Manual  of  Geology,    ......  l  25 

The,  first  Geologist  of  the  country  has  here  produced  a  work  worthy  of 
his  reputation. 

Steelo's  14  Weeks  Course  (see  p.  25)  .   .   .   .  l  50 

20 


The  National  Series  of  Standard  School-Eooks. 

Peck's  Ganot's  Popular  Physics. 

TESTIMONIALS. 

From  Pao7.  ALONSO  COLLIN,  Cornell  Colleye,  Iowa. 
I  am  pleased  with  it.    I  have  decided  to  introduce  it  as  a  test-book. 

From  H.  F.  JOHNSON,  President  Madison  CoEeje,  Sharon,  Hist, 
I  ain  pleased  with  Peck's  Ganot,  and  think  it  a  magnificent  book. 

From  Pnop.  EOWABD  BEOOJIS,  Pennsylvania  Stcie  Normal  Cc/iool. 
So  eminent  are  its  merits,  that  it  will  bo  introduced  cs  the  te=t-took  upon  el3 
military  physics  in  thia  institution. 

From  II.  n.  LOCKWOOD,  Professor  Natural  Philosophy  U.  S.  Naval  Academy. 

I  am  so  pleased  with  it  that?!  will  probably  add  it  to  a  course  of  lectures  given  to 
the  midshipmen  of  this  school  on  physics. 

From  GEO.  S.  MACKIE,  Professor  Natural  History  Vnivcrrity  of  NashtiZe,  Tenn. 

I  have  decided  on  the  introduction  of  Peck's  Ganot's  Philosophy,  as  I  am  satis- 
fied that  it  is  the  best  book  for  the  purposes  of  my  pupils  that  I  Lave  seeu,  com- 
bining simplicity  of  explanation  with  elegance  of  illustration. 

From  W.  S.  jlcRAE,  Superintendent  Vevay  Public  Schools,  Indiana. 
Ilavip.^  carefully  examined  a  number  of  text-books  on  natural  philosophy,  I  do 
rot  heshate  to  express  my  decided  opinion  in  favor  of  Peck's  Ganot.    The  iLatter, 
btyle,  and  illustration  eminently  adapt  tho  work  to  the  popular  wants. 

Front  R3T.  SAMUEL  McKiNNEY,  D.D.,  Preset  Austin  Colleje,  JIuntsville,  Texas. 

It  gives  mn  pleasure  to  commend  it  to  teachers.  I  have  taught  fome  classes  with 
It  as  our  text,  and  must  say,  for  simplicity  of  style  and  clearness  of  illustration,  I 
have  iound  nothing  as  yet  published  01'  equal  value  to  the  teacher  and  pupil. 


From  C.  V.  SPEAK,  Principal  Mapkicood  Institute,  Piticjidd. 
1  am  much  please:!  with  its  amplo  illustrations  by  rlates,  nnd  its  clearness  and 
simplicity  of  statement.    It  covers  Uie  ground  usually  gone  over  by  our  higher 
classes,  and  contains  many  fresh  illustrations  from  life  or  daily  occurrences,  and 
uc\v  applications  of  scientific  principles  to  tuch. 

From  3.  A.  BANFIEI.D,  Superintendent  JIarfhatt  PulRc  Schcol?,  HiclA<jan. 
I  have  u?erl  Peck's  Ganot  eirsce  1863,  and  with  increasing  r'caspre  anjl  satisfac- 
tion each  term.    I  consider  it  superior  to  any  other  work  on  physics  in  its  adapta- 
tion to  our   high   schools  and  academies.     Its  illustrations  src  euperb—  beit'-r 
than  three  times  their  number  of  pages  of  fine  print. 

From  A.  SCECTJTLEE,  Prof,  of  Zlattematics  In  Baldwin  Unirerdty,  Lerea,  Ohio. 

After  a  careful  examination  of  Peck's  Ganot's  Natural  Philosophy,  and  an  acturl 
fest  of  its  merits  as  a  text-book,  I  c.nn  heartily  recommend  it  as  admirably  adapted 
10  meet  the  wants  of  the  grade  of  Ptndenfs  for  which  it  is  intended.  Its  diagrams 
and  illustrations  are  unrivaled.  We  use  it  in  the  Baldwin  University. 

From  D.  C.  TAN  NORMAN,  Principal  Van  Norman  Inditute,  New  York. 
The  Natural  Philosophy  of  M.  Ganot.  edited  by  Prof.  Peck,  is,  in  my  opin'o-, 
t'le  test  work  of  its  kind,  for  the  use  intended,  ever  published  in  this  country. 
Whether  regarded  in  relation  to  the  natural  order  of  the  topics,  the  precision  and 
clearness  of  Its  definitions,  or  the  fullness  end  beauty  cf  its  illustrations,  it  is  cer- 
tainly, I  think,  an  advance. 


1  manv  similar  testimonials,  see  current  numbers  of  the  Ulubtrateu  EJ 
ucatiocal  2unetin. 

21. 


2"he  National  Series  of  Standard  School-Books* 
NATURAL  SCIENCE-Continued. 

CI-IEMISTKY. 
Porter's  First  Book  of  Chemistry,    .    .    .   .$100 


Porter's  Principles  of  Chemistry,     .    .   .    .  2  oo 


\*  * 

The  above  nre  widely  known  as  the  productions  of  ono  of  the  most 


the  reach  of  the  poorest  and  least  capable  at  once. 


Darby's  Text-Book  of  Chemistry,     .    -    .    .  1  75 

Purely  a  Chemistry,  divesting  the  subject  of  matters  comparatively 
foreign  to  it  (such  as  "heat,  light,  electricity,  etc.),  but  usually  allowed  to 
engross  too  much  attention  in  erdinury  school-books. 

Gregory's  Organic  Chemistry, 2  50 

Gregory's  Inorganic  Chemistry, 2  50 

The  science  exhaustively  treated.     For  colleges  and  medical  students. 

Steele's  Fourteen  Weeks'  Course, 1  5<> 

A  successful  effort  to  reduce  the  study  to  the  limits  of  a  single  term, 
thereby  making  feasible  its  general  introduction  in  institutions  of  every 
character  The  author's  felicity  of  style  and  success  in  making  the 
science  pre-eminently  interestiivi  are  oeculiarly  noticeable  features. 

Chemical  Apparatus,  to  accompany  "Porter"      20  00 
do  do  to  accompany  "  Steele"      25  00 

BOTANY. 
Thinker's  First  Lessons  in  Botany,  ....     40 

For  children.  The  technical  terms  are  largely  dispensed  with  in  favor 
of  an  easy  and  familiar  style  adapted  to  the  smallest  learner. 

Wood's  Object  Lessons  in  Botany,  .  .  .  .  1  so 
Wood's  American  Botanist  and  Florist, .  .  2  so 
Wood's  New  Class-Book  of  Botany,  .  .  .  3  so 

The  standard  text-books  of  the  United  States  in  this  department.  In 
style  they  are  simple,  popular,  and  lively;  in  arrangement,  easy  and  nat- 
ural ;  in  description,  graphic  and  strictly  exact.  The  Tables  for  Analysis 
are  reduced  to  a  perfect  system.  More  are  annually  sold  than  of  all  others 
combined. 

Darby's  Southern  Botany, 2  °° 

Embracing  general  Structural  and  Physiological  Botany,  with  vegetable 
products,  and  descriptions  of  Southern  plants,  and  a  complete  Flora  of 
tho  Southern  States. 


The  National  Scries  of  Standard  School-Sootcs. 

NATURAL  SCIENCE-Continued 

PIIYSIOLOG-Y. 

Jarvis'  Elements  elf  Physiology, $75 

Jarvis'  Physiology  and  Laws  of  Health,    •  1  GS 

The  only  books  extant  wiiich  approach  this  subject  with  a  proper  view 
of  the  true  object  of  teaching  Physiology  in  schools,  viz.,  that  scholars 
in:iy  know  hour  to  take  care  <>f  their  own  health.  In  bold  •outrast  wilh 
the  abstract  Anatomies,  which  children  lean  ns  they  would  Greek  or 
Latin  (and  forget  as  soo:i),  t  >  discipline  the  mind,  arc  these  text-books, 
using  the  science  as  a  secondary  consideration,  and  only  so  far  as  is 
necessary  for  the  comprehension  of  tho  Liwi  of  health. 

Hamilton's  Vegetable  &  Animal  Physiology,  1  25 

The  two  branches  of  the  science  combine<l  in  one  volume  lead  tliu  stu- 
Co-t  to  a  propor  comprchcasio.i  01  tho  Analogies  of  Nature. 

ASTRONOMY. 
Sleele's  Fourteen  Weeks'  Course,  -    .   .   .   .  1  50 

Reduced  to  a  single  term,  and  better  adapted  to  school  use  than  any 
work  heretofore  published.  Not  written  for  the  information  of  scientific 
men,  but  for  the  inspiration  of  youth,  the  pages  are  not  biirduni'd  with  a 
multitude  of  figures  which  no  memory  could  possibly  retain.  The  whole 
subject  is  presented  iu  a  clear  and  concise  form. 

Willard's  School  Astronomy, 1  oo 

By  meant  of  clear  ami  attractive  illustrations,  addressing  tho  eye  in 
many  cases  by  analogies,  careful  definitions  of  all  necessary  technical 
terms,  a  ca'  eful  avoidanca  of  verbiage  ami  unimportant  matter,  particular 
attention  to  analysis,  and  a  general  adoption  of  the  simplest  methods, 
Mrs.  Willard  has  made  tho  best  und  most  attractive  elementary  Astron- 
omy extant. 

Mclntyre's  Astronomy  and  the  Globes,    •    •  1  so 

A  complete  treatise  for  intermediate  classes.     Highly  approved. 

Bartlett's  Spherical  Astronomy, 5  oo 

The.  West  Point  course,  for  advanced  classes,  with  applications  to  the 
current  wonts  of  Navigation,  Geography,  and  Chronology. 

NATURAL  HISTORY. 
Carl's  Child's  Book  of  Natural  History,  .    .  o  so 

Illustrating  the  Animal,  Vegetable,  and  Mineral  Kingdoms,  with  appli- 
cation to  the  Arts.  For  beginners.  Beautifully  and  copiously  illustrated. 

ZOOLOG-Y. 
Chambers'  Elements  of  Zoology, 1  so 

A  complete  and  comprehensive  system  of  Zoology,  adapted  for  nca- 
demic  instruction,  presenting  a  systematic  view  of  the  Animal  Kingdom 
as  a  portion  of  external  Nature. 

23 


National  Series  of  Standard  School-Books. 

Jarvis'  Physiology  and  Laws  of  Health. 

TESTIMONIALS. 

From  SAMUEL  B.  MC^ANE,  Superintendent  Fublie  Schools,  Keokuk,  Toira. 
I  am  glad  to  see  a  really  good  text-book  on  this  much  neglected  branch.     This  is 
Jlear,  concise,  accurate,  and  eminently  adapted  to  the  class-room. 

From  WILLIAM  F.  WTEBB,  Principal  of  Academy,  West  Cheater,  Pennsylvania. 

A  thorough  examination  has  satisfied  me  of  its  superior  claims  as  a  text-book  to  tit 
Attention  of  teacher  and  taught.  I  shall  introduce  it  at  once.  . 

From,  II.  R.  SANFORO,  Principal  of  East  Oenenee  Conference  Semirjiry,  .V.  Y. 

•'Jarvis'  Physiology"  is  received,  and  fully  met  our  expectations.  Wn  immediately 
adopted  it, 

Prom,  ISAAC  T.  GOODNOW,  State  Superintendent  of  Kansas — published  in  connection 
with  the  "  Scluxil  Law." 

14  Jarvis1  Physiology,"  a  common-sense,  practical  work,  with  just  enough  of  anat- 
omy to  understand  the  physiologic!-.!  portions.  The  last  six  pages,  on  Man's  Kespon 
sibility  for  his  own  health,  are  worth  the  price  of  the  book. 

From  D.  W.  STEVENS,  Superintendent  Public  Schools,  Fall  River,  Mass. 

I  have  examined  Jarvis'  "  Physiology  and  I.aws  of  Health,"  which  you  had  the 
kindness  to  send  to  me  a  short  time  ago.  In  my  judgment  it  is  far  the  best  work  of 
the  kind  within  my  knowledge.  It  has  been  adopted  as  a  text-book  iu  uur  public 
schools. 

From  HEXBY  G.  DENNY,  Chairman  Book  Committee,  Boston,  I/a**. 

The  very  excellent  "  Physiology "  of  II.  Jarvis  I  had  introduced  into  our  High 
School,  where  the  study  had  been  temporarily  dropped,  believing  it  to  be  by  far  the 
best  work  nf  the  kind  that  had  come  under  my  observation:  indeed,  the  reintroduc- 
tion  of  the  study  was  delayed  for  some  months,  because  Dr.  Jarvis1  book  could  not  be 
had,  and  we  were  unwilling  to  take  any  other. 

From  Pnor.  A.  P.  PEAIIODT,  D.D.,  L.L.D.,  Harvard  University. 
•  •  I  have  been  in  the  habit  of  examining  srhonl-books  with  great  care,  anJ  I 
hesitate  not  to  say  that,  of  all  the  text-books  on  Physiology  which  liav«s  been  given  to 
the  public,  Dr.  Jarvis'  deserves  the  first  place  on  the  score  of  accuracy,  thoroughness, 
method,  simplicity  of  statement,  and  constant  reference  to  topics  of  practical  inturett 
*ud  utility. 

Frtrm  J  AVFS  N.  TOWMSEMD,  Superintendent  Public  Schools,  Hudson,  S.  Y. 
Kvery  human  being  is  appointed  to  take  charge  of  his  own  liody :  and  of  all  books 
written  upon  this  subject.  I  know  of  none  which  will  so  well  prepare  one  to  (In  this  n« 
"Jarvis1  1'hysiology " — that  is.  in  so  small  a  compass  of  matter.  It  considers  tho 
pure,  simple  lawit  of  health  paramount  to  science:  and  though  the  work  is  thoroughly 
scientific,  it  is  divested  of  all  cumbrous  technicalities,  and  presents  th<;  subject  nf  phy- 
sical life  in  a  manner  ami  style  really  charming.  It  is  unquestionably  the  best  text- 
book on  physiology  I  have  ever  seen.  It  is  giving  great  satisfaction  iu  the  schools  ct 
this  city,  where  it  has  been  adopted  as  the  standard. 

From  L.  J.  SAHFOBD,  M.D.,  Prof.  Anatomy  and  Physioloyy  in  Yitlf.  College 
Books  on  human  physiology,  designed  for  the  use  of  schools,  are  more  generally  a 
failure  perhaps  than  are  school-books  on  most  other  subjects. 

The  great  want  in  this  department  is  met,  we  think,  in  the  well-written  treatise,  of 
Dr.  Jarvis,  entitled  "  Physiology  and  Laws  of  Health."  •  *  The  work  is  not  ton 
detailed  nor  too  expansive  in  any  department,  and  is  clear  and  concise  in  all.  It  is 
not  burdened  with  an  excess  of  anatomical  description,  nor  rendered  discursive  hv 
many  zoological  references.  Anatomical  statements  are  made  to  the  extent  uf  quali- 
fying the  student  to  attend,  nnderstandingly,  to  an  exposition  of  those  funninnal  pro 
eosses  which,  collectively,  make,  up  health;  thus  the  laws  of  health  are  eliminated, 
and  many  suggestions  are  given  which,  if  heeded,  will  tend  to  its  preservation. 


t3F~   For  further  testimony  of  similar  character,  see  current  numbers  of  th.- 
trattul  Kilucalioual  Bulletin. 

2-1 


National  Series  of  Standard  School- \Books. 

NATURAL   SCIENCE. 

"FOUBTEEN  WEEKS"  IN  EACH  BEMOH. 

By  J.    DOR.VUN   STEELE,  A.  M. 

Steela's  14  Weeks  Course  in  Chemistry 
St3el3's  14  Weeks  Courso  ia  Astronomy 
Steele's  14  Weeks  Course  in  Philosophy 
Steele's  14  Weeks  Courso  in  Geology. 

The  unparalleled  success  of  the  first  volume,  "11  T7ecJ:s  i.n  Chemistry^  encour- 
aged the  publishers  to  project  a  complete  course  upon  a  similar  plan,  and  designed 
to  make  the  Natural  Sciences  papulzr. 

Oar  Text-Books  in  these  studies  arc,  us  a  general  thing,  dull  and  uninteresting. 
Th^y  contain  from  430  to  CJJ  pages  01  dry  facts  and  unconnected  details.  They 
abound  in  that  which  t'as  student  cannot  learn,  much  less  remember.  The  pupil 
commences  tho  study,  ij  confuted  by  the  Hue  print  and  coarse  print,  and  tcitbcr 
knowing  exactly  what  to  loaru  cor  tract  to  baitcn  over,  is  crowded  through  tlio 
eingla  term  generally  assigned  to  each  branch,  and  frequently  cornea  to  the  close 
without  a  ucunite  and  csact  idea  cf  a  einglj  scicntiSc  principle. 

Stcole's  Fourteen  V7ec!:3  Courses  contain  only  that  which  every  well-informed 
person  should  know,  white  all  that  which  concerns  only  the  professional  scientit-t 
is  omitted.  The  language  id  clear,  simple,  and  interesting,  and  the  illustrations 
bring  the  subject  within  the  range  cf  homo  lire  and  daily  experience.  They  givo 
such  of  tho  general  principles  and  t'.:e  prominent  facts  as  a  pupil  can  make  famil- 
iar as  household  worjj  within  a  single  term.  Tho  type  ij  largo  and  open ;  there 
ia  no  fine  print  to  annoy ;  t'.i3  cutj  aro  copies  of  genuine  experiments  cr  natural 
phenomena,  and  are  cf  Cue  execution. 

In  fine,  by  a  system  of  condensation  peculiarly  his  own,  the  author  reduces  each 
branch  to  tho  limits  cf  a  single  term  of  study,  while  sacrificing  nothing  that  is  cs- 
eential,  and  nothing  that  ij  usually  retained  from  the  study  of  tho  larger  manuals 
ia  common  use.  Thus  the  student  has  rare  opportunity  to  economize  Ids  time,  or 
rather  to  employ  that  which  he  has  to  the  best  advantage. 

A  notable  feature  ij  the  author's  charming  "  style,"  fortified  by  an  enthusiasm 
over  his  subject  in  which  the  student  will  not  fail  to  partake.  Believing  that 
Natural  Science  is  full  of  fascination,  he  has  moulded  it  into  a  form  that  cltracts 
the  attention  and  kindles  the  enthusiasm  of  the  pupil. 

The  recent  editions  contain  the  author's  "Practical  Questions"  on  a  plan  never 
before  attempted  in  scientific  text-books.  These  are  questions  as  to  the  naturo 
and  cause  of  common  phenomena,  and  are  not  directly  answered  in  the  text,  tho 
duiign  being  to  test  and  promote  an  intelligent  use  of  ihc  student's  knowledge  cf 
the  foregoing  principles. 

Steeb's  General  Key  to  his  Works-   •    •    •  °i  ca 

This  work  is  mainly  composed  of  Answers  to  the  Practical  Questions  and  Solu- 
tions of  the  Problems  in  the  author's  celebrated  "  Fourteen  Weeks  Courses  "  in 
the  several  bciences,  with  many  hiata  to  teachers,  juiuor  Tables,  &c.  Should  ta 
on  every  teacher's  desk. 

25 


The  National  Series  of  Standard  School-Sootcs* 


Steele's  14  Weeks  in  each  Science. 

TESTIMONIALS. 

From  L.  A.  BIKLE,  President  N.  C.  College. 
I  have  not  been  disappointed.    Shall  take  pleasure  in  introducing  this  series. 

From  J.  F.  Cox,  Prest.  Sout/iern  Female  College,  Oa. 
I  am  much  pleased  with  these  books,  and  expect  to  introduce  them. 

From  J.  R.  BKANHAM.  Prin.  Brownsville  Female  College,  Tenn. 
They  are  capital  little  books,  and  are  now  in  use  in  our  institution. 

From  W.  H.  GOODAUE,  Piofessor  Readviile  Seminary,  La. 
We  are  using  your  14  Weeks  Course,  and  are  much  pleased  with  them. 

From  W.  A.  BOLES,  Supt.  Shelbyville  Graded  School,  Ind. 
They  are  as  entertaining  as  a  story  book,  and  much  more  improving  to  the  mind. 

From  S.  A.  SNOW,  Principal  of  nigh  School,  Uxbridge,  Mass. 
Steele's  11  Weeks  Courses  in  the  Sciences  are  a  perfect  success. 

From  JOHN  W.  DOUGHTY,  JFewbury  Free  Academy,  Jf.  T. 

I  was  prepared  to  find  Prof.  Steele's  Course  both  attractive  and  instructive.  My 
highest  expectations  have  been  fully  realized. 

From  J.  S.  BLACKWELL,  Prest.  Ghent  College,  Ky. 

Prof.  Steele's  unexampled  sncces_8  in  providing  for  the  wants  of  academic  classes, 
has  led  me  to  look  forward  with  high  anticipations  to  his  forthcoming  issue. 

From  J.  F.  COOK,  Prest.  La  Grange  College,  Mo. 

I  am  pleased  with  the  neatness  of  these  books  and  the  delightful  diction.  I  have 
been  teaching  for  years,  and  have  never  seen  a  lovelier  little  volume  than  the  As- 
tronomy. 

From  M.  W.  SMITH,  Prin.  cfHiyh  School,  Morrison,  111. 

They  seem  to  me  to  be  admirably  adapted  to  Ihe  wants  of  a  public  school,  con- 
taining, as  they  do,  a  sufficiently  comprehensive  arrangement  of  elementary  prin- 
ciples to  excite  a  healthy  thirst  for  a  more  thorough  knowledge  of  those  sciences. 

From  J.  D.  BARTLEY,  Prin.  of  Hiyh  School,  Concord,  N.  H. 

They  are  just  such  books  as  I  have  looked  for,  viz.,  those  of  interesting  style, 
not  cumbersome  and  ftDed  up  with  things  to  be  omitted  by  the  pupil,  and  yet  suf- 
ficiently full  of  facts  for  the  purpose  of  most  scholars  in  these  sciences  in  our  high 
schools ;  there  is  nothing  but  what  a  pupil  of  average  ability  can  thoroughly 
master. 

From  AXONZO  NORTON  LEWIS,  Principal  of  Parker  Academy,  Conn. 

I  consider  Steele's  Fourteen  Weeks  Courses  in  Philosophy,  Chemistry,  &c.,  tho 
best  school-books  that  have  been  issued  in  this  country. 

As  an  introduction  to  the  various  branches  of  which  they  treat,  and  especially 
for  that  numerous  class  of  pupils  who  have  not  the  time  for  a  more  extended 
course,  I  consider  them  invaluable. 

From  EDWARD  BROOKS,  Prin.  State  Normal  School,  MillersvUle,  Pa. 

At  the  meeting  of  Normal  School  Principals,  I  presented  the  following  resolu- 
tion, which  was  unanimously  adopted:  "Resolved,  That  Steele's  14  Weeks 
Courses  in  Natural  Philosophy  and  Astronomy,  or  an  amount  equivalent  to  what 
is  contained  in  them,  be  adopted  for  use  in  the  State  Normal  Schools  of  Pennsyl- 
vania." The  works  themselves  will  be  adopted  by  at  least  throe  of  the  schools, 
and,  I  presume,  by  them  all. 

26 


%i   National  Series  of  Standard  School-Ttoofcs. 

MODERN  LANGUAGE. 


French  and  English  Primer,  ....       .    .$    10 

German  and  English  Primer,    ......     10 

Spanish  and  English  Primer,    ......     13 

The  names  of  common  objects  properly  illustrated  and  arranged  in  aagy 
lessons. 

Ledru's  French  Fables,  .........     75 

Ledru's  French  Grammar,     .......  1  oo 

Ledru's  French  Reader,  .........  l  oo 

The  author's  long  experienca  has  enabled  him  to  present  the  most  thor- 
oughly practical  text-books  extant,  in  this  br.iach.  Tiio  system  of  pro. 
nunciation  (by  phonetic  illustration)  is  origiyal  with  this  author,  and  will 
commend  itself  to  all  American  teachers,  as  it  e.iables  their  pupilJ  to  so- 
care  nn  absolutely  correct  pronunciation  without  tho  assistance  of  a  nativa 
mister.  This  feature  is  peculiarly  valuabloals-)  t>  "  seil'-tauglit"  student!. 
The  directions  for  ascertain!  vj  the  gjnder  of  French  nouns  —  also  a  g?eat 
stumbling-block  —  aro  peculiar  to  thi)  work,  anj  will  b3  found  romarkv.bl/ 
competent  to  the  end  propo  ;cd.  Tha  criticism  of  teacher*  and  thj  teat  of 
the  school-room  u  limtoa  tj  taia  ezcollout  ficiioo,  wii.i  c 


Worman's  French  Echo,    •    -   •   .....  1  25 

To  teach  conversational  French  by  aetnr.l  practice,  on  an  entirely  new 
plau,  which  recognizes  the  importance  of  the  student  learning  to  think  in 
the  language  which  he  speaks.  It  furnishes  an  extensive  vocabulary  of' 
words  and  expressions  in  common  use,  and  suffices  to  free  the  learner 
from  the  embarrassments  which  the  peculiarities  of  his  own  tongue  are 
likely  to  be  to  him,  and  to  make  him  thoroughly  familiar  with  tue  use 
of  proper  idioms. 

Worman's  German  Echo,   ........  *  25 

O.i  tho  same  plan.    Sec  Worman's  German  Scries,  paga  £9. 

Pujol's  Complete  French  Class-Book,  -   •   .  2  25 

OST'.rs,  in  one  volume,  method  icnlly  arranged,  a  complete  French  conrss 
—usually  embraced  in  serijs  of  from  fiva  to  twelvo  books,  including  tha 
bulky  and  expensive  Lexicon.  Here  aro  Grammar,  Conversation,  and 
choice  Literature  —  selected  from  ths  best  French  authors.  Each  branch 
is  thoroughly  handled  ;  and  the  student,  hav'rvi  diligently  completed  tha 
course  as  prescribad,  may  consider  himself,  without  further  application, 
aufatt  in  the  most  polite  and  elegant  laaguaga  of  modern  times. 

Maurice-Poitevin's  Grammaire  Francaise,  •  !  oo 

American  schools  are  nt  last  supplied  with  an  American  edition  of  this 
famous  text-book.  Many  of  our  best  institutions  have  for  years  been  pro- 
caring  it  <rom  abroad  rather  than  forego  the  advantages  it  offers.  Tho 
policy  of  putting  students  who  have  acquired  some  proficiency  from  tho 
ordinary  text-books,  into  a  Grammar  written  in  the  vernacular,  can  not 
l>e  too  highly  commended.  It  affords  an  opportunity  for  finish  and  review 
at  once  ;  while  embodying  abundant  praciico  of  its  own  rules. 

XVillard's  Historia  de  los  Estados  Unidos,  •  2  oo 

The  History  of  the  United  States,  translated  by  Professors  TOLON  and 
DE  TOISNOS,  will  be  found  a  valuable,  instructive,  a::J  catertaioiag  read- 
ing'book  for  Spanish  classes. 

27 


The  National  Series  of  Standard  School- "Books. 

Pujol's  Complete  French  Class-Book. 

TESTIMONIALS. 
From  PROF.  ELIAS  PEISSNEB,  Union  College. 

I  take  great  pleasure  in  recommending  Pujol  and  Van  Norman's  French  Class- 
Bqok.  as  there  is  no  French  grammar  or  class-book  which  can  be  compared  with 
it  in  completeness,  system,  clearness,  and  general  utility. 

From  EDWAED  NOBTH,  President  cf  Hamilton  College. 

I  have  carefully  examined  Pujol  and  Tan  Norman's  French  Class-Book,  and  am 
eatufic.l  of  its  superiority,  for  college  purposes,  over  a\iy  other  heretolore  uted. 
We  shall  not  fail  to  use  it  with  our  next  class  in  French. 

From  A.  CTJT.TIS,  Prcs't  cf  Cincinnati  Literary  and  Scientific  Institute. 
I  am  confident  that  it  nay  be  made  an  instrument  in  conveying  to  the  student, 
in  i'rooi  six  months  t3  a  year,  the  art  of  speaking  and  writing  the  French  with 
almost  native  fluency  and  propriety. 

From  nir.Aii  Or.cuTT,  A.  M.,  Prin.  Oknwood  and  Tilden  Ladies'"  Seminaries. 

I  have  nse-J  Pujol's  French  Grammar  in  my  two  Eeminaries,  exclusively,  for 
more  than  a  yoar,  and  Lave  no  hesitation  in  eaying  that  I  regard  it  iLe  best  text- 
hook  in  this  department  extant  And  my  opinion  id  confirmed  by  the  testimony 
of  Prof.  F.  De  Launay  and  TIademcicclle  llerintlin.  They  assure  me  tLat  the 
book  is  eminently  accurate  and  practical,  as  tested  ia  the  school-room. 

From  Pcor1.  Tnro.  F.  DE  FTJUAT,  Hebrew  Educational  Institute,  Memphis,  Tenn. 
M.  Pujol's  French  Cranmar  is  one  of  the  bejrt  and  most  practical  woiks.  Tbe 
French  language  is  cho;cu  and  elegant  ia  style — modern  ard  cary.  It  is  far  su- 
perior to  the  other  French  class-tooka  in  this  country.  The  f  election  of  the  con- 
versational part  is  very  good,  end  will  interest  pupils ;  and  beir  <r  all  ct  mplet*  d  in 
only  one  volume,  it  is  especially  desirable  to  have  it  introduced  in  our  schools. 

From  PBOP.  JAIIES  n.  Y7or.iiAN,  Lordentown  Female  College,  N.  J. 
The  work  ia  upon  the  came  plan  as  the  text-books  for  the  etudy  of  French  and 
English  published  in  Terlin,  fcr  the  study  cf  there  who  ]-ave  rot  the  aid  of  K 
teacher,  and  these  books  arc  considered,  by  the  first  authorities,  the  best  books. 
In  most  of  our  institutions,  Americans  teach  the  modern  languages,  and  hereto- 
fore tha  trouble  has  been  to  pive  them  a  text-book  that  woula  dispose  of  the 
difficulties  of  the  French  pronunciation.  This  difficulty  is  succesefclly  removed 
by  P.  and  Van  N.,  and  I  have  every  reason  to  believe  it  will  soon  make  its  way 
into  most  of  our  best  schools. 

From  PEOF.  CHAT-HS  S.  Don,  Ann  Cmith  Academy,  Lexington,  Va. 
I  cannot  do  better  than  to  recommend  "  Fujcl  end  Van  ITonran."    For  compre- 
hensive and  systematic  arrangement,  pro'-rresnivo  and  Ihorcuph  devclofircEt  of 
ell  grammatical  principles  cm  idiom?,  v.-ith  a  due  admixture  cf  theoretical  knowl- 
edge and  practical  exercise,  I  regard  it  as  superior  to  any  (other)  book  of  the  kind. 

From  A.  A.  FOKGTEB,  Prin.  Pinchvrst  CcJzool,  Toronto,  C.  W. 
I  have  great  ratisfacticn  in  bearing  te?tinony  to  M.  Pujol's  System  of  French 
Instruction,  as  frivcii  in  hi3  complete  clr.sc-book.  Fcr  clearness  end  comprehen- 
siveness, adapted  for  ell  classes  cf  pupil?,  I  have  found  it  superior  to  ary  oilier 
work  of  the  k~ind,  and  have  now  used  it  for  some  years  in  my  establishment  with 
great  success. 

From  PKOP.  OTTO  FEDDEE,  Haplewood  Institute,  Pittffield,  Mast. 
The  conversational  exercises  will  prove  an  immense  saving  of  the  hardest  kind 
cl  labor  to  teachers.  There  iq  scarcely  any  thing  more  trying  in  the  way  of 
teaching  lana^iage,  than  to  rack  your  brain  for  short  and  easily  intelligible  hits 
of  conversation,  and  to  repeat  them  time  and  again  with  no  better  remit  than 
extorting  at  long  intervals  a  doubting  "  oui,"  or  a  hesitating  "  non,  monsieur." 


or  further  testimony  of  a  similar  character,  see  special  circular,  and 
current  numbers  of  the  Educational  Bulletin. 

28 


The  National  Series  of  Standard  School- SooJbs. 

GERMAN. 


A  COMPLETE  COUKSE  IN  THE  GEKMAN, 

By  JAMES   H.  WORMAN,   A.M. 

Woman's  Elementary  German  Grammar  -Ci  co 
VVorman's  Complete  German  Grammar      •  2  co 

These  volumes  are  designed  for  intermediate  and  advanced  classes  respectively. 
The  bitterness  with  which  they  have  been  attacked,  and  their  extraordinary  suc- 
cess in  the  face  of  an  unprincipled  opposition,  are  facts  whicLhave  stamped  them 
as  possessing  unparalleled  merit. 

Though  following  the  same  general  method  with  "  Otto "  (that  of  '  Gaspey '). 
our  author  differs  essentially  in  its  application.  He  is  more  practical,  more  sys- 
tematic, mere  accurate,  and  besides  introduces  a  number  of  invaluable  feature* 
which  a.ive  never  before  teen  combined  in  a  German  grammar. 

Among  other  things,  it  may  be  claimed  for  Prof.  Wonnan  that  he  has  beeo 
fie  first  to  introduce  in  an  American  text-book  for  learning  German,  a  system 
of  analogy  and  comparison  with  other  languages.  Our  beet  teachers  are  also 
enthusiastic  about  his  methods  of  inculcating  the  art  of  speaking,  of  understanding 
the  spoken  language,  of  correct  pronunciation;  the  eensible  and  convenient  origi' 
nal  classification  of  nouns  (in  four  declensions),  and  of  irregular  verbs,  cko  de- 
serves much  praise.  We  also  note  the  use  of  heavy  type  to  indicate  etymological 
changes  in  the  paradigms  »nd,  in  the  exercises,  the  parts  which  specially  illustrate 
preceding  rules. 

Worman's  German  Reader $1  75 

The  finest  compilation  of  classical  and  standard  German  Literature  ever  offered 
to  American  students.  It  embraces,  progressively  arranged,  selections  from  the 
masterpieces  of  Goethe,  Schiller,  Korner,  Seume,  Uhland,  Freiligratb,  Ileine, 
Scyjegel,  Holly,  Lenau,  Wieland,  Herder,  Leasing,  Kant,  Fichte,  Schelling,  Win- 
kclmann,  Hnmboldt,  Ranke,  Ranmcr,  Menzel,  Gervinus,  &c.,  and  contains  com- 
plete Goethe's  "  IpLigenie,"  Schiller's  "  Jungfrau ;"  also,  for  instruction  in  mod- 
ern conversational  German,  Benedix's  "  Eigensinn." 

There  are  besides,  Biographical  Sketches  of  each  author  contributing,  Isotes, 
explanatory  and  philological  (after  the  text),  Grammatical  References  to  all  lead- 
ing gnunmars,  as  well  as  the  editor's  own,  and  an  adequate  Vocabulary. 

Worman's  German  Echo $1  25 

Consists  of  exercises  in  colloquial  rtyle  entirely  in  the  German,  with  an  cdc- 
quate  vocabulary,  not  only  of  vords  bet  of  idioms.  The  object  cf  the  system  de- 
veloped in  this  work  (and  its  companion  volume  in  the  French)  is  to  break  up  the 
laborious  and  tedious  habit  of  translating  the  thouglits,  which  is  the  student's 
most  effectual  bar  to  fluent  conversation,  and  to  lead  him  to  think  in  the  lanytiags 
In  which  he  cpeaks.  As  the  exercises  illustrate  scenes  in  actual  life,  a  considera- 
ble knowledge  of  the  manners  and  customs  of  the  German  people  i  j  also  acquired 
from  the  u~a  of  titia  manual. 

29 


National  Scries  of  Standard  School-23ooks. 


Woman's  German  Grammars. 

TESTIMONIALS. 

From,  Prof.  K.  "W.  JONES,  Petersburg  Female  College,  Yd. 

Frora  -what  I  have  seen  of  t'.io  work  It  IB  almost  certain  /  shall  introduce  it  into 
this  institution. 

From  Prof.  G.  CAMPBELL,  University  of  Minnesota. 

A  valuable,  addition  to  our  school-books,  uad  -will  find  many  friends,  and  do  great 
good. 

From  Prof.  O.  II  P.  COKPRF.W,  Nary  Military  Inat ,  JUd. 

I  am  better  pleased  with  them  than  any  I  have  ever  taught  I  hava  already  ordered 
through  our  booksellers. 

From.  Prof.  R.  S.  KENDALL,  Yemen  Academy,  Conn. 

I  at  once  put  the  Elementary  Grammar  i.ito  tha  bands  of  a  class  of  beginners,  and 
havo  used  it  with  great  futiifuction. 

From  Prof.  D.  E.  HOLMF.S,  Berlin  Academy,  Wis. 

Worman's  German  works  arc  superior.  I  shall  uso  them  hereafter  in  my  German 
classes. 

From  Prof.  MAGNUS  BCCHIIOLTZ,  ffiram  College,  Ohio. 

I  have  examined  the  Complete  Grammar,  and  find  it  excellent.  You  may  rely  that 
It  will  be  used  here. 

From  Prin.  Tnos.  \V.  TODF.T,  Paduaah  Female-  Seminary,  Ky. 
The  Complete  German  Grammar  is  worthy  of  an  exte.uuve  circulation.    It  is  ad- 
mirably adapted  to  the  class-room.     I  shall  use  it 

From  Prof.  ALKX.  UOSENSPITZ,  Houston  Academy,  Texas. 

Bearer  will  take  and  pay  for  3  dozen  copies.  Mr.  Woruifcn  deserves  the  approbation 
and  esteem  of  the  teacher  and  the  thanks  of  the  student. 

From  fro/.  G.  M  ALMK.NI:,  Augusta  Seminary,  Maine. 

The  Complete  Grammar  cannot  fail  to  givi  great  satisjMtion  by  the  simplicity 
of  its  arrangement,  and  by  its  completeness. 

From  Prin.  OVAL  PIUKEY,  Cliristian  University,  tfo. 

Just  such  a.  series  as  is  positively  necessary.  I  do  hope  the  author  will  succeed  as 
well  in  the  French,  &c.,  aa  ho  has  in  the  German. 

From  Prof.  S.  D.  HILLMAN,  Dickinson  Coll,\jc,  Pa. 

The  class  hava  lately  commenced,  and  my  examination  thus  tV.r  warrants  me  in  say- 
ing that  I  regard  it  us  the  best  grammar  for  instruction  in  the  German. 

From  Prin.  SILAS  LIVKKMOBE,  Bloomfleld  Seminary,  3fo. 

I  havo  found  a  classically  and  scientifically  educatrd  Prussian  gentleman  whom  I 
propose  to  inak  >,  Germ  in  instructor.  I  have  shown  him  both  your  German  grammars. 
lie  has  expressed  kin  approbation  of  them  generally. 

From  Prof.  Z.  TEST,  Ifowland  School  for  Young  Ladies,  N.  Y, 
I  shall  introduce  the  books.     From  a  cursory  examination  I  have  no  hesitation  in 
pronouncing  the  Complete  Grammar  a  decided  improvement  on  the  text-books  at 
present  ia  use  in  this  country. 

From  Prof.  LEWIS  KISTLER,  Northwestern  Univtrsity,  III. 

Having  looked  through  the  Complete  Grammar  with  Eomo  care  I  must  say  that  you 
hava  produced  a  good  book;  you  may  bcr.warded  with  this  gratification — that  your 
grammar  promotes  the  facility  of  learning  the  German  language,  and  of  becoming 
ucqu.ii.itei  with  its  rich  literature. 

From  Pren.  J.  P.  Hous,  Stockwell  CtMegiute,  In*t.,  Ind. 

I  supplied  a  cliss  with  the  Elementary  Grammar,  and  it  gives  complete  satlxfac- 
timi.  T!u!  conversational  and  reading  exercises  are  well  calculated  to  illustrate  the 
principles,  and  lead  the  student  on  an  easy  yet  thorough  course.  I  think  the  Com 
plato  Grammar  equally  attractive. 

30 


National  Series  of  Standard  School-Hooks* 

THE   CLASSICS. 


L  AT  IK. 
Silber's  Latin  Course $1  25 

The  book  contains  an  Kpitome  of  Latin  Grammar,  followed  by  Readme;  Kxercises, 
rrith  explanatory  Notes  and  copious  References  to  the  leading  Latin  Grammar!:,  and 
r.lso  to  the  Epitome  which  precedes  the  work.  Then  follow  a  Latin-English  Vocabu- 
l.iry  and  Exercises  in  Latin  Prose  Composition,  being  thus  complete  in  itself,  and  a 
very  suitable  work  to  put  in  tuo  hands  of  oue  about  to  study  the  language. 

Searing's  VirgiUs  £neid, 2  25 

It  contains  only  the  first  six  books  of  the  ./Enei-'l.  ".  A  rery  carefully  constructed 
Dictionary.  3.  Sufficiently  copious  Notes.  4.  Grammatical  references  to  four  lead* 
i:ig  Grammars.  5.  Numerous  Illustrations  of  the  highest  order,  6.  A  superb  Map 
of  the  Mediterranean  and  adjacent  countries.  7.  Dr.  S.  II.  Taylor's  "Questions  on 
the  j£neid."  8.  A  Metrical  Index,  and  an  Essay  on  the  Poetical  Style.  9.  A  photo- 
graphic fac  simile  of  a  i  early  Latin  M.S.  13.  The  text  according  to  Jahn,  but  para- 
graphed according  to  Ladcwig.  11.  Superior  mechanical  execution. 


Hanson's  Latin  Prose  Book, 3  oo 

Hanson's  Latin  Poetry, 3  oo 

Andrews  &  Stoddard's  Latin  Grammar,  *i  so 

Andrews'  Questions  on  the  Grammar,     •  *o  15 

Andrews'  Latin  Exercises, .  *i  25 

Andrews'  Viri  Romae, *i  25 

Andrews'  Sallust's  Jugurthine  War,  &c. 

Andrews'  Eclogues  &  Georgics  of  Virgil,  *i  so 

Andrews'  Caesar's  Commentaries, ....  *i  so 

Andrews'  Ovid's  Metamorphoses,     .   .    .  *i  25 

GREEK. 

Crosby's  Greek  Grammar, 2  oo 

Crosby's  Xenophon's  Anabasis, 1  25 

MYTHOLOGY. 
Dwight's  Grecian  and  Roman  Mythology. 

School  edition,  $1  25;            University  edition,  *3  00 

A  knowledge  of  the  fables  of  antiquity,  thus  presented  ia  a  systematic  form,  is  as 
indispensable  to  the  student  of  general  literature  as  to  him  who  would  peruse  intelli- 
rently  the  classical  authors.  The  mythological  allusions  so  frequent  In  literature  are 
readily  understood  with  such  a  Key  as  this. 


27te  National  Seties  of  Standard  School  Soofcs, 

ELOCUTION. 


Watson's  Practical  Elocution $o  25 

A  brief,  clear,  and  most  satisfactory  treatise — same  as  in  "  Independent 
Fifth  Reader."  The  subject  fully  illustrated  by  diagrams. 

Zachos'  Analytic  Elocution      1  50 

All  departments  of  el'icution — such  as  tin:  analysis  of  the  voice  and  the 
sentence,  phonology,  rhythm,  expression,  gesture,  &c. — are  here  arranged 
for  instruction  in  classes,  illustrated  by  copious  examples. 

Sherwood's  Self  Culture 1  oo 

Self-culture  In  reading,  speaking,  and  conversation — a  very  vnluable 
treatise  to  those  who  would  perfect  themselves  in  these  accomplishments. 

SPEAKERS. 

— ««•»  »  »•» 

Northend's  Little  Orator,  *eo— Child's  Speaker*eo 

Two  little  works  of  the  same  grade  but  different  selections,  containing 
simple  and  attractive  pieces  for  children  under  twelve  years  of  age. 

Northend's  National  Orator *i  25 

About  o'i«  hundred  and  seventy  choice  pieces  happily  arranged.  *Tho 
design  of  the  author  in  making  the  selection  has  been  to  cultivate  vtna- 
tilitij  of  esprution. 

Northend's  Entertaining  Dialogues .    .    .   .*i  25 

Extracts  eminently  adapted  to  cultivate  the  dramatic  faculties,  as  well 
as  entertair  an  audience. 

Swell's  Common  School  Speaker    .   .    .   .*!  25 

Selections  trom  recent  literature. 

Raymond's  Palriolic  Speaker *2  00 

A  stijHTti  rotnnflauon  ot  modern  eloquence  and  poetry,  with  oriprinal 
dramatic  exerciser.  Nearly  every  eminent  living  orator  is  represented, 
without  distinction  of  place  or  party. 

COMPOSITION,   &c. 

•«»«  •»  «»• 

Brookfield's  Firsl  Book  in  Composilion   .     50 

Making  the  cultivation  of  this  important  art  feasible  for  the  smallest 
c^ild.  By  a  new  method,  to  induce  and  stimulate  thought 

Boyd's  Composilion  and  Rheloric      •   •    .  1  50 

1  his  work  furnishes  all  the  aid  that  is  needful  or  can  b»  desired  in 
the  various  aepartments  and  styles  of  composition,  both  in  prc  se  and  verse. 

Day's  Arl  of  Rheloric *  25 

Noted  for  exactness  of  definition,  clear  limitation,  and  philosophical 
development  of  subject ;  the  large  share  of  attention  given  to  Invention, 
•a  a  branch  of  Rhetoric,  and  the  unequalled  analysis  of  style 

32 


National  Series  of  Standard  School- 

LITERATURE. 

•  •  » 

Cleveland's  Compendiums    ....   each,  $*2  50 

ENGLISH  LITERATURE.  AMERICAN  LITERATURE. 

ENG.  LIT.  OF  XIX  CENTURY.        CLASSICAL  LITERATURE. 

In  these  four  volumes  are  gathered  the  cream  of  the  literature  of  all  ages  for 
the  school-room  and  the  general  reader.  Their  reputation  is  national.  More 
than  1-23,000  copies  have  been  sold. 

Boyd's  English  Classics each,    *l  25 

MILTON'S  PARADISE  LOST.  THOMSON'S  SEASONS. 

YOUNG'S  NIGHI  THOUGHTS.  POLLOK'S  COURSE  OP  TIME. 

COWPER'S  TASK,  TABLE  TALK,  &c.    LORD  BACON'S  ESSAYS. 

This  series  of  annotated  editions  of  great  English  writers,  in  prose  and  poetry, 
is  designed  for  critical  reading  and  parsing  in  school?.  Prof.  J.  R.  Boyd  proves 
himself  an  editor  of  high  capacity,  and  the  works  themselves  need  no  encomium. 
As  auxiliary  to  the  study  of  Belles  Lettres,  etc.,  these  works  have  no  equal. 

Pope's  Essay  on  Man *20 

Pope's  Homer's  Iliad *so 

The  metrical  translation  of  the  great  poet  of  antiquity,  and  the  matchless 
"  Essay  on  the  Nature  and  State  of  Man,"  by  ALEXANDER  POPE,  afford  superior 
etercise  in  literature  and  parsing. 

AESTHETICS. 


Hunlington's  Manual  of  (he  Fine  Arts  •    -*i  it 

A  view  of  the  rise  and  progress  of  Art  in  different  countries,  a  brief 
accoun'  of  the  most  eminent  masters  of  Art,  and  an  analysis  of  the  prin- 
ciples of  Art  It  is  complete  in  itself,  or  may  precede  to  advantage  tho 
critical  work  of  Lord  Kames. 

Boyd's  Kames'  Elements  of  Criticism    •   -*i  75 

The  best  edition  of  this  standard  work ;  without  the  study  of  which 
none  may  be  considered  proficient  in  the  science  of  the  Perceptions.  No 
other  study  can  be  pursued  with  so  marked  an  effect  upon  the  taste  and 
refinement  of  the  pupil. 

POLITICAL  ECONOMY. 


Champlin's  Lessons  on  Political  Economy    1  25 

An  improvement  on  previous  treatises,  being  shorter,  yet  containing 
every  thing  essential,  with  a  view  of  recent  questions  in  finance,  etc., 
which  is  not  elsewhere  found. 

33 


The  National  Series  of  Standard  School- Sooks. ' 

MENTAL    PHILOSOPHY. 

•*«  •  • •» 

Mahan's  Intellectual  Philosophy     .    .   .    .$1  75 

The  subject  exhaustively  considered.  The  author  has  evinced  learn- 
ing, candor,  and  independent  thinking. 

Mahan's  Science  of  Logic 2  oo 

A  profound  analysis  of  the  laws  of  thought.  The  system  possesses  the 
merit  of  being  intelligible  and  self  consistent.  In  addition  to  the  author's 
carefully  elaborated  views,  it  embraces  results  attained  by  the  ablest 
minds  of  Great  Britain,  Germany,  and  France,  in  this  department. 

Boyd's  Elements  of  Logic 1  25 

A  systematic  and  philosophic  condensation  of  the  subject,  fortified  with 
additions  from  Watts,  Abercrombie,  Whately,  &c. 

Watts  on  the  Mind     ..........     50 

The  Improvement  of  the  Mind,  by  Isaac  Watts,  is  designed  as  a  guide 
for  the  attainment  of  useful  knowledge.  As  a  text-book  it  is  unparalleled ; 
and  the  discipline  it  affords  cannot  be  too  highly  esteemed  by  the  edu- 
cator. 

M  O  RJ^LjT 

Alden's  Text-Book  of  Ethics «o 

For  young  pupils.  To  aid  in  systematizing  the  ethical  teachings  of 
the  Bible,  and  point  out  the  coincidences  between  the  instructions  of  the 
sacred  volume  and  the  sound  conclusions  of  reason. 

Willard's  Morals  for  the  Young      .   .    .    .   *75 

Lessons  in  conversational  ityle  to  inculcate  the  elements  of  moral  phi- 
losophy. The  study  is  made  attractive  by  narratives  and  engravings. 

GOVERNMENT. 

Howe's  Young  Citizen's  Catechism  ....     75 

Explaining  the  duties  of  District,  Town,  City,  County,  State,  and 
United  States  Officers,  with  rales  for  parliamentary  and  commercial  busi- 
ness— that  which  every  future  "  sovereign"  ought  to  know,  and  so  few 
are  taught 

Young's  Lessons  in  Civil  Government     •   .  1  25 

A  comprehensive  view  of  Government,  and  abstract  of  the  laws  show- 
ing the  rights,  duties,  and  responsibilities  of  citizens. 

Mansfield's  Political  Manual 1  25 

This  is  a  complete  view  of  the  theory  and  practice  of  the  General  and 
State  Governments  of  the  United  States,  designed  as  a  text-book.  The 
author  is  an  esteemed  and  able  professor  of  constitutional  law,  widely 
known  for  his  sagacious  utterances  in  matters  of  statecraft  through  the 
public  press.  Recent  events  teach  with  emphasis  the  vital  necessity  that 
the  rising  generation  should  comprehend  the  noble  polity  of  the  Amer- 
ican government,  that  they  may  act  intelligently  when  endowed  witk  » 
voice  i»  it. 

34 


The  National  Series  of  Standard  School-Hooks. 

PENMANSHIP. 

Beers'  System  of  Progressive  Penmanship. 

Per  dozen $1  68 

This  "round  hand"  system  of  Penmanship  in  twelve  numbers,  com- 
mends itself  by  its  simplicity  and  thoroughness.  The  first  four  numbers 
nre  primary  books.  Nos.  6  to  7,  advanced  books  for  boys.  Nos.  8  to  10, 
advanced  books  for  girls.  Nos.  11  and  12,  ornamental  penmanship. 
These  books  are  printed  from  steel  plates  (engraved  by  McLees),  and  are 
unexcelled  in  mechanical  execution.  Large  quantities  are  annually  sold. 

Beers'  Slated  Copy  Slips,  per  set *50 

All  beginners  should  practice,  for  a  few  weeks,  slate  exercises,  familiar- 
izing them  with  the  form  of  the  letters,  the  motions  of  the  hand  and  arm, 
&c.,  &c.  These  copy  slips,  32  in  number,  supply  all  the  copies  found  in  a 
complete  seiies  of  writing-books,  at  a  trifling  cost. 

Payson,Dunton&Scribner's Copy-B'ks.P-doztl  80 

The  National  System  of  Penmanship,  in  three  distinct  series — (11  Com- 
mon School  Series,  comprising  the  first  six  numbers ;  (2)  Business  Series, 
Nos.  8,  11,  and  12 ;  (3)  Ladies'  Series,  Nos.  7, 9,  and  10. 

Fulton  &  Eastman's  Chirographic  Charts,*3  75 

To  embellish  the  school  room  walls,  and  furnish  class  exercise  in  the 
elements  of  Penmanship. 

PaySOn'S  Copy-Book  Cover,  per  hundred      .*4  00 

Protects  every  page  except  the  one  in  use,  and  furnishes  "line*"  with  proper 
•lope  for  the  penman,  under.    Patented. 

National  Steel  Pens,  Card  with  all  kinds    .    .    .    *15 

Pronounced  by  competent  judges  the  perfection  of  American-made  pens,  and 

superior  to  any  foreign  article. 


SCHOOL  SERIES. 

School  Pen,  per  gross,     .    .$  60 

Academic  Pen,    do          .    .  63 

Fine  Pointed  Pen,  per  gross  70 

POPULAR  SERIES. 

Capitol  Pen,  per  gross,    .    .  1  00 

do      do    pr.  box  of  2  doz.  25 

Bullion  Pen  (imit  gold)  pr.  gr.  75 

Ladies'  Pen  do  63 


Index  Pen,  per  gross     ...    75 


BUSINESS  SERIES 
Albata  Pen,  per  gross,     . 
Bank  Pen,        do  . 

Empire  Pen,    do  . 

Commercial  Pen,  per  gross 
Express  Pen,  do 

Falcon  Pen,  do 

Elastic  Pen,  do 


40 
70 
70 
60 
75 
70 
75 


Stimpson's  Scientific  Steel  Pen,  per  gross   .*2  oo 

One  forward  and  two  backward  arches,  ensuring  great  strength,  well- 
balanced  elasticity,  evenness  of  point,  and  smoothness  of  execution.  One 
gross  in  twelve  contains  a  Scientific  Gold  Pen. 

Stimpson's  Ink-Retaining  Holder,  per  doz.  .*2  oo 

A  simple  apparatus,  whic..  does  not  get  out  of  order,  withholds  at  a 
single  dtp  as  much  ink  a«  the  pen  would  otherwise  realize  from  a  dozen 
trips  to  tho  inkstand,  which  it  supplies  with  moderate  and  easy  flow. 

Stimpson's  Gold  Pen,  $3  oo;  with  Ink  Retainer**  50 
Stimpson's  Penman's  Card, *   60 

On*  dozen  S t«el  Pans  (assorted  points)  and  Patent  Ink-retaining  P«n 
holder. 

35 


27te  National    Teachers'  Library. 

THE 

TEACHER'S   LIBRARY. 


The  Metric  System— Davies $*i  50 

Considered  with  reference  to  its  general  introduction,  and  embracing  the 
views  of  John  Quincy  Adams  and  Sir  John  Ilerschel. 

The  Student— Phelps *i  so 

The  Educator— Phelps *i  50 

The  Discipline  of  Life-Phelps *i  75 

The  authoress  of  these  works  is  one  of  the  most  distinguished  writers 
on  education ;  and  they  cannot  fail  to  prove  a  valuable  addition  to  the 
Scho_ol  and  Teachers'  Libraries,  being  in  a  high  degree  both  interesting 
and  instructive. 

A  Scientific  Basis  of  Education— Meeker  •  *2  50 

Adaptation  of  study  and  classification  by  temperaments. 

Object  Lessons— Welch  .          .....   .*i  oo 

This  is  a  complete  exposition  of  the  popular  modern  system  of  "object- 
teaching,"  for  teachers  of  primary  classes. 

Theory  and  Practice  of  Teaching— Page     -*i  so 

This  volume  has,  without  doubt,  been  read  by  two  hundred  thousand 
teachers,  and  its  popularity  remains  uudiminished — large  editions  being 
exhausted  yearly.  It  was  the  pioneer,  as  it  is  now  the  patriarch  of 
professional  works  for  teachers. 

The  Graded  School— Wells *l  25 

The  proper  way  to  organize  graded  schools  is  here  illustrated.  Tho 
author  has  availed  himself  of  the  bust  elements  of  the  several  systems 
prevalent  in  Boston,  New  York,  Philadelphia,  Cincinnati,  St.  Louis,  and 
other  cities. 

The  Normal-Holbrook .*i  76 

Carries  a  working  school  on  its  visit  to  teachers,  showing  the  most  ap- 
proved methods  of  teaching  uil  the  common  branches,  including  the  tech- 
nicalities, explanations,  demonstrations,  and  definitions  introductory  and 
peculiar  to  each  branch. 

The  Teachers'  Institute— Fowle    *   -  •   •   .*i  25 

This  is  a  volume  of  suggestions  inspired  by  the  author's  experience  at 
Institutes,  in  the  instruction  of  young  teachers.  A  thousand  points  of  in- 
terest to  this  class  are  most  satisfactorily  dealt  with, 

86 


National    Teachers'  Ziibrary. 


The  Teacher  and  the  Parent—  Northend  .  1*1  50 

A  treatise  upon  common-school  education,  designed  to  lead  teachers  to 
view  their  calling  iu  its  true  light,  and  to  stimulate  them  to  fidelity. 

The  Teachers'  Assistant—  Northend     .    .    .*i  50 

A  natural  continuation  of  the  author's  previous  work,  more  directly 
calculated  for  daily  use  in  the  administration  of  school  discipline  and  in-  I 

str  action. 

School  Government—  Jewell  .......  *i  50 

Full  of  advanced  ideas  on  the  subject  which  its  title  indicates.  The  cri- 
ticism* upon  current  theories  of  punishment  and  schemes  of  administra- 
tion have  excited  general  attention  and  comment. 

Grammatical  Diagrams—  Jewell  •   •   .   •   -*i  oo 

The  diagram  system  of  teaching  grammar  explained,  defended,  and 
improved.  The  curious  in  literature,  the  searcher  for  truth,  those  inter- 
ested in  new  inventions,  as  well  as  the  disciples  of  Prof.  Clark,  who  would 
see  their  favorite  theory  fairly  treated,  all  want  this  book.  There  are 
many  who  would  like  to  be  made  familiar  with  this  system  before  risking 
iU  use  in  a  class.  The  opportunity  is  here  afforded. 

The  Complete  Examiner—  Stone    •   •   •   .  '  .*i  as 

Consists  of  a  series  of  questions  on  every  English  branch  of  school  and 
academic  instruction,  with  reference  to  a  given  page  or  article  of  leading 
text-books  where  the  answer  may  be  found  in  full.  Prepared  to  aid 
teuchers  in  securing  certificates,  pupils  in  preparing  for  promotion,  and 
teachers  in  selecting  review  questions. 

School  Amusements—  Root    •    ......  *i  5p 

To  assist  teachers  in  making  the  school  interesting,  with  hints  upon  the 
management  of  the  school-room.  Rules  for  military  and  gymnastic  exer- 
cises are  included.  Illustrated  by  diagrams. 

Institute    Lectures  on  Mental  and    Moral 

Culture—  Bates    .........  *i  50 

These  lectures,  originally  delivered  before  institutes,  are  based  upon 
various  topics  of  interest  to  the  teacher.  The  volume  is  calculated  to 
prepare  the  will,  awaken  the  inquiry,  and  stimulate  the  thought  of  the 
xeal'jus  teacher. 

Method  of  Teachers'  Institutes—  Bates-    •   •*    75 

Sets  forth  the  best  method  of  conducting  institutes,  with  a  detailed  ac- 
count of  the  object,  organization,  plan  of  instruction,  and  trno  theory  of 
education  on  which  such  instruction  should  be  based. 

History  and  Progress  of  Education    -       -*l  50 

The  systems  of  education  prevailing  in  all  nations  and  ages,  the  gradual 
advance  to  the  present  time,  and  the  bearing  of  the  past  upon  the  present 
'n  this  regard,  are  worthy  of  the  careful  investigation  of  all  concerned  in 

37 


The  National   Teachers'  library. 

American  Education— Mansfield $1  60 

A  treatise  on  the  principles  and  elements  of  education,  as  practiced  in 
this  country,  with  ideas  towards  distinctive  republican  and  Christian  edu- 
cation. 

American  Institutions— De  Tocqueville   •    .*i  50 

A  valuable  index  to  the  genius  of  our  Government. 

Universal  Education— Mayhew *i  75 

The  subject  is  approached  with  the  clear,  keen  perception  of  one  who 
has  observed  its  necessity,  and  realized  its  feasibility  and  expediency 
alike.  The  redeeming  and  elevating  power  of  improved  common  schools 
constitutes  the  inspiration  of  the  volume. 

Higher  Christian  Education— Dwight  •    •    -*i  so 

A  treatise  on  the  principles  and  spirit,  the  modes,  directions,  and  ra- 
snlts  of  all  true  teaching ;  showing  that  right  education  should  appeal  to 
every  element  of  enthusiasm  in  the  teacher's  nature. 

Oral  Training  Lessons— Barnard  ....    *1  00 

The  object  of  this  very  useful  work  is  to  furnish  material  for  instruc- 
tors to  impart  orally  to  their  classes,  in  branches  not  usually  taught  in 
common  schools,  embracing  all  departments  of  Natural  Science  and 
much  general  knowledge. 

Lectures  on  Natural  History— Chadbourne   *  75 

Affording  many  themes  for  oral  instruction  in  this  interesting  science — 
especially  in  schools  where  it  is  not  pursued  as  a  class  exercise. 

Outlines  of  Mathematical  Science— Davies  *i  oo 

A  manual  suggesting  the  best  methods  of  presenting  mathematical  In. 
•traction  on  the  part  of  the  teacher,  with  that  comprehensive  view  of  the 
whole  which  is  necessary  to  the  intelligent  treatment  of  a  part,  in  science. 

Logic  &  Utility  of  Mathematics— Davies  •    -*i  60 

An  elaborate  and  lucid  exposition  of  the  principles  which  lie  at  the 
foundation  of  pure  mathematics,  with  a  highly  ingenious  application  of 
their  results  to  the  development  of  the  eosential  idea  of  the  different 
branches  of  the  science. 

Mathematical  Dictionary— Davies  &  Peck  .*5  oo 

This  cyclopmdia  of  mathematical  science  defines  with  completeness, 
precision",  and  accuracy,  every  technical  term,  thus  constituting  a  popular 
treatise  on  each  branch,  and  a  general  view  of  the  whole  subject 

School  Architecture-Barnard  ......    .*2  25 

Attention  is  here  called  to  the  vital  connection  between  a  good  school 
house  and  a  good  school,  with  plans  and  specifications  for  securing  the 
former  in  the  most  economical  and  satisfactory  manner. 

38 


THE   SCHOOL  LIBRARY. 


The  two  elements  of  Instruction  and  entertainment  were  never  more  happily  com- 
bined than  in  this  collection  of  standard  books.  Children  and  adults  aivke  will  here 
find  ample  food  for  the  mind,  of  the  sort  that  is  easily  digested,  while  not  degene- 
rating to  the  level  of  modern  romance. 

LIBRARY    OF    LITERATURE. 

Millon'S  Paradise  Lost      Boyd's  Illustrated  Ed.$l   60 

Young's  Night  Thoughts  •       do.  .  .  i  GO 

Cowper's  Task,  Table  Talk,  &c.  -do.  .  .  i  60 

Thomson's  Seasons do.  .  .  i  60 

Pollok's  Course  of  Time  ....    do.  .  .  i  60 

These  great  moral  poems  are  known  wherever  the  English  language  is 
read,  and  are  regarded  as  models  of  the  best  and  purest  literature.  The 
books  are  beautifully  illustrated,  and  notes  explain  all  doubtftil  mean- 
ings, and  furnish  other  matter  of  interest  to  the  general  reader. 

Lord  BaCOn'S  Essays,  (Boyd's  Edition.)     .    .     .  1  60 

Another  grand  English  classic,  affording  the  highest  example  ef  parity 
in  languags  and  style. 

The  Iliad  Of  Homer.     Translated  by  POPE.        .       80 

Thosii  who  ire  unable  to  read  this  greatest  of  ancient  writers  in  the 
original,  should  not  fail  to  avail  themselves  of  this  metrical  version  by  an 
eminent  scholar  and  poet. 

The  Poets  of  Connecticut— Everest  •   •   •    .  i  76 

With  the  biographical  sketches,  this  volwne  forms  a  complete  history 
•f  the  poetical  literature  of  the  State. 

The  Son  of  a  Genius— Hofland ......     75 

A  juvenile  classic  which  never  wears  out,  and  finds  many  interested 
readers  in  every  generation  of  youth. 

Lady  Willoughby .    .  i  oo 

The  diary  of  a  wife  and  mother,  An  historical  romance  of  the  seven- 
teenth century.  At  once  beautiful  and  pathetic,  entertaining  and  in- 
structive. 

The  Rhyming  Dictionary— Walker  •    •    •   .  i  as 

A  serviceable  manual  to  composers  of  rhythmical  matter,  betas;  a  com- 
plete index  of  allowable  rhymes. 

39 


National  School  JLibrary. 


LITERATURE-Continued. 

Compendium  of  Eng.  Literature— Cleveland,^  50 
English  Literature  of  XIX  Century .  .  do  .  .  2  50 
Compendium  of  American  Literature  do  .  .  2  so 
Compendium  of  Classical  Literature  •  do  ...  .  2  50 

Nearly  one  hundred  and  fifty  thousand  volumes  of  Prof.  CLEVELAND'S  inim- 
itable compendiums  have  beeu  sold.  Taken  together  they  present  a  complete 
view  of  literature  "  from  Homer  to  Holmes— from  the  first  Greek  to  the  latest 
American  author."  To  the  man  who  can  afford  bnt  a  few  books  these  will  tup- 
ply  the  place  of  an  extensive  library.  From  commendations  of  the  very  Lighes-t 
authorities  the  following  extracts  will  give  some  idea  of  the  enthusiasm  with 
which  the  works  are  regarded  by  scholars : 

With  the  Bible  and  your  volumes  one  might  leave  libraries  without  very  pain- 
ful regret. — The  work  cr.nrot  be  found  from  which  in  the  same  limits  so  much 
interesting  and  valuable  information  may  be  obtained. — Good  taste,  fine  BcLolar- 
ebip,  familiar  acquaintance  with  literature,  unwearied  industry,  tact  acquired  by 
practice,  an  interest  in  the  culture  of  the  young,  and  regard  for  trrtb.  purity, 
philanthropy  and  religion  are  united  in  Mr.  ClevrlanO.— A  judgment  tki.r  and 
impartial,  a  taste  at  once  delicate  and  severe. — The  biographies  are  juet  and 
discriminating. — An  admirable  bird's  eye  view. — Acqnaii.ts  thereacer  with  the 
characteristic  method,  tone,  and  quality  of  each  writer.— Succinct,  carefully 
written,  and  wonderfully  comprehensive  in  detail,  etc.,  etc. 

Wilton's  Poetical  Works— Cleveland    .   •   •   2  so 

This  is  the  very  best  edition  of  the  great  Poet.  It  includes  a  life  of  the  author, 
no_tes,  dissertations  on  each  poem,  a  faultless  text,  and  is  t/ie  only  edition  of 
Milton  with  a  complete  verbal  Index. 


LIBRARY    OF   REFERENCE. 
Home  Cyclopaedia  of  Chronology    .   .   .   .   3  oo 

An  index  to  the  sources  of  knowledge— a  dictionary  of  dates. 

Home  Cyclopaedia  of  Geography-   ...   .   3  oo 

A  complete  gazetteer  of  the  world. 

Home  Cyclopaedia  of  Useful  Arts    .   .   .   .   3  oo 

Covering  the  principles  and  practice  of  modern  pcientiflc  enterprise,  with  a 
record  of  important  inventions  in  aarricnlture,  architecture,  domestic  economy, 
engineering,  machinery,  manufactures,  mining,  photogenic  and  telegraphic  trt, 
&c.,  &c. 

Home  Cyclopaedia  of  Literature  &  Fine  Arts  3  co 

A  complete  index  to  all  terms  employed  in  belles  lettres,  philosophy,  theology, 
law,  mythology,  painting,  music,  sculpture,  architectnre,  and  all  kindred  arts. 

40 


National  School   Library. 


LIBRARY    OF    TRAVEL. 
Life  in  the  Sandwich  Islands— Cheever  •    -$i  50 

The  "  heart  of  the  Pacific,  as  it  was  and  is,"  shows  most  vividly  the 
contrast  between  the  depth  of  degradation  and  barbarism,  and  the  light 
and  liberty  of  civilization,  so  rapidly  realized  in  these  islands  under  the 
humanizing  influence  of  the  Christian  religion.  Illustrated. 

Peruvian  Antiquities— Von  Tschudi-    •    •    .  1  so 
Travels  in  Peru— Von  Tschudi 1  so 

The  first  of  these  volumes  affords  whatever  Information  has  been  at- 
tained by  travelers  and  men  of  science  concerning  the  extinct  people  who 
once  inhabited  1'eru,  and  who  have  left  behind  them  many  relics  of  a 
wonderful  civilization.  The  "Travels"  furnish  valuable  information 
concerning  the  country  and  its  inhabitants  as  they  now  are.  Illustrated. 

Ancient  Monasteries  of  the  East— Curzon   •  1  so 

The  exploration  of  these  ancient  seats  of  learning  has  thrown  much 
light  upon  the  researches  of  the  historian,  the  philologist,  and  the  theo- 
logian, as  well  as  the  general  student  of  antiquity.  Illustrated. 

Discoveries  in  Babylon  &  Nineveh— Lay ard  1  75 

Valuable  alike  for  the  information  imparted  with  regard  to  these  most 
interesting  ruins,  and  the  pleasant  adventures  and  observations  of  the 
author  in  regions  that  to  most  men  seeiu  like  Fairyland.  Illustrated. 

A  Run  Through  Europe— Benedict,  •    •    •    •  2  oo 

A  work  replete  with  instruction  and  interest. 

St.  Petersburgh— Jermann *  °° 

Americans  are  less  familiar  with  the  history  and  social  cnstoms  of  the 
Russian  people  than  those  of  any  other  modern  civilized  nation.  Oppor- 
tunities such  as  this  book  affords  are  not,  therefore,  to  be  neglected. 

The  Polar  Regions— Osborn 1  25 

A  thrilling  and  intensely  interesting  narrative  of  one  of  the  famous  ex- 
peditions in  search  of  Sir  John  Franklin— unsuccessful  in  its  main  object, 
but  adding  many  facts  to  the  repertoire  of  science. 

Thirteen  Months  in  the  Confederate  Army     75 

The  author,  a  northern  man  conscripted  into  the  Confederate  service, 
and  rising  from  the  ranks  by  soldierly  conduct  to  positions  of  responsi- 
bility, had  remarkable  opportunities  for  the  acquisition  of  facts  respect- 
ing the  conduct  of  the  Southern  armies,  and  the  policy  and  deeds  of  their 
leaders.  He  participated  in  many  engagements,  and  his  book  is  oue  of 
the  most  exciting  narratives  of  adventure  ever  published.  Mr.  Steven- 
e/m  takes  no  cround  as  a  partizan.  but  views  the  whole  subject  as  with  the 
eye  of  a  neutral— only  interested  in  Biioserviug  the  ends  of  history  by  the 
contribution  of  impartial  tacts.  Illustrated. 

-41 


National  School  Library 


LIBRARY     OF     HISTORY. 
History  of  Europe— Alison $2  50 

A  reliable  and  standard  work,  which  covers  with  clcnr,  connected,  and 
complete  narrative,  the  eventful  occurrences  transpiring  from  A.  D.  178'J 
to  1815,  being  mainly  a  history  of  the  career  of  Napoleon  Bonaparte. 

History  of  England— Berard 1  75 

Combining  a  history  of  the  social  life  of  '.lie  English  people  with  that  of 
the  civil  and  military  transactions  of  the  realm. 

History  of  Rome— Ricord 1  GO 

Possesses  all  the  charm  of  an  attractive  romance.  The  fables  with 
which  this  history  abounds  are  introduced  in  such  away  MR  net  to  deceive 
th»-  inexperienced  reader,  while  adding  vastly  to  the  interest  of  the  work 
am!  affording  a  pleasing  index  to  the  genius  of  the  Roman  people.  lllus- 
traUd. 

The  Republic  of  America— Willard  .    •       •  2  25 
Universal  History  in  Perspective— Willard   2  25 

From  thfse  two  comparatively  brief  treatises  the  intelligent  mind  mny 
obtain  a  comprehenolye  knowledge  of  the  history  of  the  world  in  both 
hemispheres.  Mrs.  Willard' s  reputation  ae  an  historiar  vj  wid«  an  th<< 
land.  Illusti  tted. 

Ecclesiastical  History— Marsh 2  oo 

A  history  of  the  Church  in  all  ages.  >rith  a  comprehensive  review  of  all 
forms  of  religion  fr.«m  the  creation  of  the  world.  No  otner  source  affords, 
in  the  same  conipasb,  the  information  here  conveyed. 

History  of  the  Ancient  Hebrews— Mills  .    .  1  75 

The  record  of  "  God's  people"  from  the  call  of  Abraham  to  the  destruc- 
tion of  Jerusalem  ;  gathered  from  sources  sacred  aud  profane. 

The  Mexican  War— Mansfield 1  50 

A  history  of  Us  origii  ,  and  a  detailed  account  of  Its  victories ;  with 
official  dispatches,  the  ti  «aty  of  peace,  aud  valuable  tables.  Illustrated. 

Early  History  of  Michigan— Sheldon  .    •    .  l  75 

A  work  of  value  and  deep  interest  to  the  people  of  the  West.  Com- 
piled under  th«  supervision  of  Uou.  Lewis  Casn.  UmbvUixueJ  with  pur- 
traits. 

42 


National  School  Library. 


LIBRARY    OF    BIOG-RAPHY. 
Life  of  Dr:  Sam.  Johnson— Boswell    -       -$2  25 

This  work  has  been  before  the  public  for  seventy  years,  with  increasing 
approbation.  Boswell  is  known  as  "  the;  prince  cf  biographers.'* 

Henry  Clay's   Life  and  Speeches— Wallory 

2  vols 4  50 

This  great  American  statesman  commands  the  admiration,  and  Ms 
character  and  deeds  solicit  the  study  of  every  patriot 

Life  &  Services  of  General  Scott— Mansfield  1  76 

The  hero  of  the  Mexican  war,  who  was  for  many  yearn  the  most  promi- 
nent figure  in  American  military  circles,  should  not  be  forgotten  in  the 
whirl  of  more  recent  events  than  those  by  which  he  signalized  himself! 
Illustrated. 

Garibaldi's  Autobiography    .    .   .  " .    .    .    .  1  60 

The  Italian  patriot's  record  of  his  own  life,  translated  and  edited  by  his 
friend  and  admirer.  A  thrilling  narrative  of  a  romantic  career.  With 
portrait. 

Lives  of  the  Signers— Dwight 1  so 

The  memory  of  the  noble  men  who  declared  onr  country  free  at  the 
peril  of  their  own  "lives,  fortunes,  and  sacred  honor,"  should  be  em- 
balmed in  every  American's  heart. 

Life  of  Sir  Joshua  Reynolds— Cunningham   1  so 

A  candid,  truthful,  and  appreciative  memoir  of  the  great  painter,  with 
a  compilation  of  his  discourses.  The  volume  is  a  text-book  for  artists,  as 
well  as  thus*  who  would  acquire  the  rudiments  of  art.  With  a  portrait. 

Prison  Life          .   .   .   .  * 76 

Interesting  biographies  of  celebrated  priscners  and  martyrs,  deiigneJ 
!/  for  the  instruction  and  cultivation  of  youth. 

43 


National  £c/too£  Library. 


LIBRARY    OF   NATURAL    SCIENCE. 
The  Treasury  of  Knowledge     .....    .$!  25 

A  eyclopsedia  of  ten  thousand  common  things,  embracing  the  widest 
range  of  subject-matter.  Illustrated. 

Ganot's  Popular  Physics    ........  1  75 

The  elements  of  natural  philosophy  for  both  student  and  the  general 
leader.  Tha  original  work  is  celebrated  for  the  magnificent  character  of 
its  illustrations,  all  of  which  aru  literally  reproduced  here. 

Principles  of  Chemistry—  Porter  .....  2  oo 

A  work  which  commends  itself  to  tne  amateur  in  science  by  its  extreme 
simplicity,  and  careful  avoidance  of  unnecessary  detail.  Illustrated. 

Class-Book  of  Botany—  Wood   .    ...   .   .  3  50 

Indispensable  as  a  work  of  reference.     Illustrated. 

The  Laws  of  Health—  Jarvis  .....   .   .  1  65 

This  is  not  an  abstract  anatomy,  but  all  its  teachings  nre  directed  to  the 
best  methods  of  preserving  health,  as  inculcated  by  an  in^lligent  know- 
ledge of  the  structure  and  needs  ef  the  human  body.  Illustrated. 

Vegetable  &  Animal  Physiology—  Hamilton  l  23 

An  exhaustive  analysis  of  the  conditions  of  life  in  all  animate  nature. 
Illustrated. 

Elements  of  Zoology—  Chambers  .....  l  so 

A  complete  view  of  the  animal  kingdom  as  a  portion  o/  external  nature. 
Illustrated. 


Astronography—  Willard    ........  l  oo 

The  elements  of  astronomy  in  a  compact  and  readable  form.     Illus- 

trated. 

Elements  of  Geology—  Page    •    •  ...  l  25 

The  subject  presented  in  its  two  aspects  of  interesting  and  important. 
Illustrated. 

Lsctures  on  Natural  History—  Chadbourne     75 

The  subject  is  here  considered  in  its  relations  to  intellect,  taste,  health, 
and  religion.  . 


^rational  School  library. 


VALUABLE    LIBRARY    BOOKS. 
The  Political  Manual—  Mansfield  .....  $1  25 

Every  American  youth  should  be  familiar  with  the  principles  of  the 
guverniueut  under  which  he  lives,  especially  as  the  policy  of  this  country 
will  one  day  call  upon  him  to  participate  in  it,  at  least  to  the  extent  of  his 
ballot. 

American  Institutions—  De  Tocqueville   .    .  1  50 
Democracy  in  America—  De  Tocqueville  •    .  2  25 

The  views  of  this  distinguished  foreigner  on  the  genius  of  our  political 
institutions  are  of  unquestionable  value,  as  proceeding  from  a  standpoint 
whence  we  seldom  have  an  opportunity  to  hear. 

Constitutions  of  the  United  States   •    •    •      2  25 

Contains  the  Constitution  of  the  General  Government,  and  of  the  seve- 
ral State  Governments,  the  Declaration  of  Independence,  and  other  im- 
portant documents  relating  to  Americau  history.  Indispensable  as  a 
work  of  reference. 

Public  Economy  of  the  United  States  •   •   -2  25 

A  full  discussion  of  the  relations  nf  the  United  States  with  other  na- 
tions, especially  the  feasibility  of  a  free-trade  policy. 

Grecian  and  Roman  Mythology—  Dwight   •  3  CO 

The  presentation,  in  a  systematic  form,  of  the  Fables  of  Antiquity, 
affords  most  entertaining  rending,  and  is  valuable  to  nil  us  an  i  :drx  to  the 
mythological  allusions  so  frequent  in  literature,  as  well  as  t«  students  of 
tlu>  classics  who  would  peruse  intelligently  the  classical  authors.  Illus- 

trated. 

Modern  Philology—  Dwight  .......  1  75 

The  science  of  language  is  here  placed,  in  the  limits  of  a  moderate 
volume,  within  the  reach  of  all 

General  View  of  the  Fine  Arts—  Hunlington  1  75 

The  preparation  of  this  work  was  suggested  by  the  interested  inquiries 
of  a  group  of  young  people,  concerning  the  productions  and  styles  of  the 
great  masters  of  art,  whose  names  only  were  familiar.  This  statement  is 
sufnciimt  index  of  its  character. 

Morals  for  the  Young—  Willard  .....     75 

A  scries  of  moral  stories,  by  one  of  the  most  experienced  of  American 
educators.  Illustrated. 


Improvement  of  the  Mind—  Isaac  Watts 

pers 

45 


A  classical  standard.     No  young  person  should  grow  up  without  having 
rused  it 


National  Series  of  Standard  School- 


A.  S.  Barnes  &  Company 

[From  tb*  N«w  You  FiTHnxDiR,  Aig.  18M.J 

This  well-known  and  long-established  Book  and  Stationery  House  ha*  recently  ra- 
noTtd  from  the  premises  with  which  it  has  been  identified  for  orer  twenty  year*,  to 
the  fine  buildings,  Nos.  Ill  and  113  William  Street,  corner  of  John  Street,  New  York, 
•no  block  only  from  the  old  store.  Here  they  have  been  enabled  to  organize  their  ex- 
tensive business  in  all  its  departments  more  thoroughly  than  ever  before,  and  enjoy 
facilities  possessed  by  no  other  house  in  New  York,  for  handling  in  large  quantities 
and  at  satisfactory  prices  every  thing  in  (heir  line. 

A  visit  to  this  large  establishment  will  well  repay  the  curious.  On  entering,  we  find 
the  first  floor  occupied  mainly  by  offices  appertaining  to  the  different  departments  of 
the  business.  The  first  encountered  is  the  "  Salesman's  Office,"  where  attentive  young 
men  are  always  in  waiting  to  supply  the  wants  of  customers.  Further  on  we  come  to 
the  Entry  Department,  where  all  invoices  from  the  several  sales-rooms  are  collected  and 
recorded.  Next  comes  the  General  Office  of  the  firm.  Then  a  modest  sign  indicates  the 
entrance  to  the  "Teachers'  Heading- Room" — a  spacious  and  inviting  apartment  set 
apart  for  the  use  of  the  many  professional  friends  and  visitors  of  this  house.  On  the 
table  we  noticed  files  of  educational  journals  and  other  periodical  matter — while  a 
book-case  contains  a  fine  selection  of  popular  publications  as  samples.  The  private 
office  of  the  senior  partner,  and  the  Book-keeper's  and  Mailing  Clerk's  respective 
apartments,  are  next  in  order,  and  complete  the  list  of  offices  on  this  floor.  The  re- 
mainder of  the  space  is  occupied  by  the  departments  of  stock  known  as  "Lite  Publi- 
cations "  and  "  General  School  Books." 

Descending  to  the  finely  lighted  and  ventilated  basement,  we  find  the  "  Exchange 
Trade,"  "  Shipping,"  and  "  Packing"  departments.  Here,  also,  is  kept  a  heavy  stock 
of  the  publications  of  the  house,  while  a  scries  of  vaults  under  the  sidewalk  afford 
accommodation  for  a  variety  of  heavy  goods.  Stepping  on  the  platform  of  the  fine 
Otis'  Steam-elevator,  which  runs  from  bottom  to  top  of  the  building,  the  visitor 
ascends  to  the 

Second  Story. — This  floor  is  occupied  by  the  Blank  Book  and  Stationery  Depart- 
ment, where  are  carried  on  all  the  details  of  an  entirely  separate  business,  by  clerks 
especially  trained  in  this  line.  Here  every  thing  in  the  way  of  Imported  and  domestic 
stationery  is  kept  in  vast  assortment  and  to  suit  the  wants  of  every  class  of  trade.  The 
system  of  organization  mentioned  above  enables  this  house  to  cempete  successfully 
with  those  who  make  this  branch  a  specialty,  while  the  convenience  to  Booksellers  of 
making  all  their  purchases  at  one  place  is  indisputable. 

On  the  third  floor  are  found  the  following  varieties  of  stock :  Toy  and  Juvenile 
Books,  Bibles  and  Prayer  Books.  Standard  Works,  Photograph  Albums,  ic.  The 
fourth  and  fifth  stories  are  occupied  as  store-rooms  for  Standard  School  Stock. 
During  the  summer,  while  all  the  manufacturing  energies  of  the  concern  are  devoted 
to  the  preparation  and  accumulation  of  stock  for  the  fall  trade,  upwards  of  half  a 
million  of  volumes  are  gathered  in  those  capacious  rooms  at  once. 

The  manufacturing  department  of  this  house  is  carried  on  iu  the  old  premises,  Nos. 
61,  63,  and  55  John  Street,  and  2,  4.  snd  6  Dutch  Street  A  large  number  of  opera- 
tives, with  adequate  presses  and  machinery,  are  constantly  employed  in  turning  out 
Uw  popular  publications  of  the  firm 

46 


National  Series  of  Standard  School- Books. 

The  Peabody  Correspondence, 

NKW  YORK,  April  29,  iStfT. 
To  THE  BoARn  OP  TKUSTKM  OF  THB  PBAPODT  EIMJOATIONAI,  FnNi>: 

GKNTI.KMF.N— Having  boen  for  many  years  intimately  connected  with  the  educa- 
tional interestii  of  the  South,  we  are  desirous  of  expressing  our  appreciation  of  the 
noble  charity  which  you  represent.  The  Peabody  Fund,  to  encourage  and  aid  com- 
mon schools  in  these  war-desol:ited  States,  can  not  fail  of  accomplishing  a  great  a.-.J 
good  work,  the  beneficent  results  of  which,  as  they  will  be  exhibited  in  the  future,  not 
only  nf  the  stricken  population  of  the  South,  but  of  the  nation  at  large,  seem  almost 
i:i  calculable. 

It  is  probable  that  the  use  of  meritorious  text-books  will  prove  a  most  effective  agency 
toward  the  thorough  accomplishment  of  Mr.  Peabody's  benevolent  design.  As  we 
publish  many  which  are  considered  such,  we  have  selected  from  our  list  some  of  the  most 
valuable,  and  ask  the  privilege  of  placing  them  in  your  hands  for  gratuitous  distribu- 
tion in  connection  with  the  fund  of  which  you  have  charge,  among  the  teachers  and  in 
the  schools  of  the  destitute  South. 

Observing  that  the  training  of  teachers  (through  the  agency  of  Normal  Schools  and 
otherwise)  is  to  be  a  prominent  feature  of  your  undertaking,  we  offer  you  for  this  pur- 
pose 5,000  volumes  of  the  "  Teachers'  Library," — a  series  of  professional  works  de- 
signed for  the  efficient  self-education  of  those  who  are  in  their  turn  to  teach  others—- 
as follows:— 

600  Page's  Theory  and  Practice  of  Teach-     250  Bates'  Method  of  Teachers'  Institutes- 
ing.  290  Ue  Tocqueville's  American  Institut'ns. 
500  Welch's  Manual  of  Object- Lessons.         250  D  wight's  Higher  Christian  Kducation, 
500  Duvies'     Outlines    of    Mathematical     250  History  of  Education. 

Science.  250  Mansfield  on  American  Education. 

250  Holbrook's      Normal      Methods     of     250  Mayhew  on  Universal  Kducation. 

Teaching.  250  Northern's  Teachers'  Assistant. 

250  Wells  on  Graded  Schools.  250  Noitlieud's  Teacher  and  Parent. 

250  Jewell  on  School  Government  250  Koot  on  School  Amusement*. 

250  Fowle's  Teachers'  Institute.  250  Stone's  Teachers'  Examiner. 

In  addition  to  these  we  also  ask  that  yon  will  accept  25,OuO  volumes  of  school-books 
for  intermediate  classes,  embracing — 

5,000  The  National  Second  Reader.  5,000  Beers'  Penmanship. 

5,000  navies'  Written  Arithmetic.  500  First  Hook  of  Science. 

5,000  Mouteith'ft  Second  Book  in  Geogra-        500  Jarvis'  Physiology  and  Health. 

phy.  500  Puck's  Ganot's  Natural  Philosophy. 

3,000  Moateith's  United  States  History.  500  Smith  &  Martin's  Book-keeping. 

Should  your  Board  consent  to  undertake  the  distribution  of  these  volumes,  we  shall 
hold  ourselves  in  readiness  to  pack  and  ship  the  same  in  such  quantities  and  to  such 
points  as  you  may  designate. 

We  further  propose  '.hat,  should  you  find  it  advisable  to  use  a  greater  quantity  of 
our  publications  in  the  prosecution  of  your  plans,  we  will  donate,  for  the  benefit  of 
this  cause,  twenty-five  per  cent,  of  the  usual  wholesale  price  of  the  books  needed. 

Hoping  that  our  request  will  meet  with  your  approval,  and  that  re  may  have  the 
pleasure  of  contributing  in  this  way  to  wants  with  which  we  deeply  sympathize,  we 
are,  gentlemen,  very  respectfully  yours,  A.  8.  BAR.NKS  &•  CO. 

Bosroa,  May  7, 1867 
MESSES.  A.  S.  BABTOB  &  Co.,  Pnm.isiiEns,  NEW  YOKK: 

GENTI.EMK.V— Your  communication  of  the  29th  ult,  addressed  to  the  Trustees  of  tha 
Peabody  Kilucitio.i  Fund,  hn  been  Inn  In  1  to  ma  by  our  general  agent,  the  Rev.  Dr. 
Sears.  I  shall  take  the  greatest  pleasure  in  laying  it  before  the  board  at  their  earliest 
•ceetkig.  I  am  unwilling,  however,  to  postpone  its  acknowledgment  so  long,  and 
hasten  to  assure  you  of  the.  hi.^li  value  which  1  place  upon  your  gift.  Five  thousand 
volumes  of  your  "Teachers'  Library,"  and  twenty-five  thousand  volumes  of  "  School- 
nooks  for  intermediate  classes,"  make  up  a  most  munificent  contribution  to  the  cause 
of  Southern  education  in  which  we  are  engaged.  Dr.  Sears  is  well  acquainted  with  the 
books  you  have  so  generously  off-red  i  s,  aud  unites  with  me  in  the  highest  apprecia- 
tion of  the  gift.  You  will  he  gUd  to  know,  too,  that  your  letter  reached  us  i.i  season 
to  be  ^mmunfcatcd  to  Mr.  Peabody,  before  he  embarked  for  England  on  the  1st  iu- 
•jtant,  and  that  he  expressed  the  greatest  gratification  and  gratitude  on  hearing  what 
you  had  offered. 

Believe  me,  gea'Jemoa  with  the  highest  respect  and  regard,  y(  nr  obliged  and  obo- 
•Went  sarwsat.  KOBT.  O.  WIXTHKOP,  Chairman. 

47 


27ie  National  Series  of  Standard  School -Books* 


TEACHERS'    AIDS. 


Brooks'  School  Manual  of  Devotion    ...     75 

This  volume  contains  daily  devotional  jxercises,  co-sisting  of  a  hymn, 
eductions  of  scripture  for  alternate  reading  by  teacher  and  pupil*,  and  a 
prayer.  Its  valuo  lor  opening  aud  closing  school  is  apparent. 

Cleaveland's  School  Harmonist    .....    *70 

Contains  appropriate  tunes  for  each  hymn  in  the  "  Manual  of  Devo- 
tioa"  described  above. 

The  Boy  Soldier  •'  ..........     75 

Complete  i-ifantry  tactics  for  schools,  with  illustrations,  for  the  use  of 
thnse  who  would  introduce  this  pleasing  relaxcitien  from  the  confining 
duties  of  the  desk. 

Welch's  Object  Lessons  •   •    .......  *i  oo 

Invaluable  for  teachers  of  primary  school;.  Contains  tne  best  explana- 
tion  of  the  Pestalozzian  nystem.  By  its  aid  the  proficiency  of  pupils  and 
the  general  interest  of  tlio  school  may  be  increased  one  hundred  per  cent. 

Tracy's  School  Record  .....      .  *75 

To  record  attendance,  deportment,  and  scholarship;  containing  also 
many  useful  tables  and  FUggestious  to  teachers,  that  are  wor»h  of  them* 
selves  the  price  of  the  book. 

Tracy's  Pocket  Record  .........    *65 

A  portable  edition  of  the  School  Kccord,  Without  the  tables,  &c, 

Brooks'  Teacher's  Register  •    .    ...    .    .*i  oo 


Carter's  Record  and  Roll-Book  .  '  .-  .    .    .*2  50 

For  large  gradr.d  schools. 

National  School  Diary,  per  dozen  .....  *i  oo 

A  little  book  of  blank  forms  for  weekly  report  of  the  standing  of  each 
Mholar,  from  teacher  to  parent    A  great  conveuieuc*. 

43 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 

This  book  is  DUE  on  the  last  date  stamped  below. 


SUBJECT  TO  FINE  IF 

EDUCATION 

AUG  14     162 


JIM   '7C 
ED/PSYClk 


VED 

PW 

Lib. 


MOT  RETURNED  TO 

LIBRARY 


Form  L9-25m-3,'61(B8165s4)444 


iis'  Klafleniafics. 


And  Only  Thorough  and  Complete  Mathematical  Series. 


/.   COMMON  SCHOOL    COURSE. 

Da  vies'  Primary  Arithmetic.— The  fundamental  principles  displayed  in 

Object  Lessons. 
Davies'  Intellectual  Arithmetic.— Referring  all  operations  to  the  unit  1  as 

the  only  tangible  basis  for  logical  development. 
Davies'  Elements  of  Written  Arithmetic.— A  practical  introduction  to 

the  whole  subject.    Theory  subordinated  to  Practice. 
Davies'  Practical  Arithmetic.*— The  most  successiul  combination  of  Theory 

and  Practice,  clear,  exact,  brief,  and  comprehensive. 

//.  ACADEMIC  COURSE. 

Davios'  University  Arithmetic.* — Treating  the  subject  exhaustive!y  as 

a  science,  in  a  logical  series  of  connected  propositions. 
Davies'  Elementary  Algebra.*— A  connecting  link,  conducting  the  pup'l 

easily  from  arithmetical  processes  to  abstract  analysis. 
Davies'  University  Alge^bra.*— For  institutions  desiring  a  more  complete 

but  not  the  fullest  course  in  pure  Algebra. 
Davies'  Practical  Mathematics.— The  science  practically  applied  to  the 

useful  arts,  as  Drawing,  Architecture,  Surveying,  Mechanics,  etc. 
Davies'  Elementary  Geometry. — The  important  principles  In  simple  form, 

but  with  all  the  exactness  of  vigorous  reasoning. 
Davies'  Elements  of  Surveying-.— Re-written  in  1S70.     The-  simplest  and 

most  practical  presentation  for  youtha  of  12  to  16. 

///.  COLLEGIATE  COURSE. 

Davies'  Courdon's  Algebra.*— Embracing  Sturm's   Theorem,  and  a  most 

exhaustive  and  scholar ly  course. 

Davies'  University  Algebra.*— A  shorter  course  tliaa  reunion,  for  Institu- 
tions have  less  time  to  give  the  subject. 
Davies'  Legendre's  Geometry.— Acknowledged  t*ie  cn?y  s&tlsCzciory  treatise 

of  its  grade.    300,000  copies  have  been  sold. 
Davies'  Analytical  Geometry  and  Calculus.— The  shorter  treatises, 

combined  in  one  volume,  are  more  available  for  American  courses  of  study. 
ID  :j vies'  Analytical  Geometry.  IThe  original  compendiums,  for  those  de- 
Navies'  Diff.  &  Int.  Calculus.    '     siring  to  give  full  time  to  each  branch. 
Davies'  Descriptive  Geometry. — With  application  to  Spherical  Trigonome- 
try, Spherical  Projections,  and  Warped  Surfaces. 
Davies'  Shades,  Shadows,  and  Perspective.— A  succinct  exposition  of 

the  mathematical  principles  involved. 
Davies'  Science  of  Mathematics-— ^"or  teachers,  embracing 

I.  GRAMMAR  OP  ARITHMETIC,  III.  LOGIC  AND  UTILITY  ov  MATHEMATICS, 

II.  OUTLINES  o?  MATHEMATICS,          IV.  MATHEMATICAL  DICTIONARY. 


KEYS  MAY  BE  OBTAINED  PROM  THE  PUBLISHERS 

CY  TEACHERS  ONLY. 


UCLA-ED/PSYCH  Library 

LB  1025  N81 


WEEKS 


005  623  9270 


NATURAL  PHILOSOPHY, 
ASTRONOMY. 

CHEMISTRY, 

G-EOLOGY. 

These  volumes  constitute  the  most  available,  practical,  and  attractive  text-books  on 
the  Sciences  ever  published.  Each  volume  may  be  completed  in  a  single  term  of  study. 

THE  FAMOUS  PRACTICAL   QUESTIONS 

devised  by  this  author  are  alone  sufficient  to  place  his  books  in  every  Academy  and 
Grammar  School  of  the  land.  These  are  questions  as  to  the  nature  and  cause  of  com- 
mon phenomena,  and  are  not  directly  answered  in  the  text,  the  design  being  to  test 
and  promote  an  intelligent  use  of  the  student's  knowledge  of  the  foregoing  principles. 

TO  MAKE  SCIENCE  POPULAR 

is  a  prime  object  of  these  books.  To  this  end  each  subject  is  invested  with  a  charm- 
ing interest  by  the  peculiarly  happy  use  of  language  and  illustration  in  which  this 
author  excels. 

THEIR  HE  A  VY  PREDECESSORS 

demand  as  much  of  the  student's  time  for  the  acquisition  of  the  principles  of  a  single 
branch  as  these  for  the  whole  course. 

PUBLIC  APPRECIA  TION. 

The  author's  great  success  in  meeting  an  urgent,  popular  need,  is  indicated  by  the 
fact  (probably  unparalleled  in  the  history  of  scientific  text-books),  that  although  t>'« 
first  volume  was  issued  in  1867,  the  yearly  sale  is  already  at  the  rate  of 

OP  O  R  T  "Y        T  H  O  TJ  S  A-  1ST  ID        V  O  L.  XJ  M  IE  S- 


PHYSIOLOGY   AND  HEALTH, 

By  EDWARD  JARVIS,  M.D. 
ELEMEXTS  OF  PHYSIOLOGY, 
PHYSIOLOGY  AND  LAWS  OF  HEALTH. 


object  of  teaching  Physiology  in  schools,  viz.,  that  scholars  may  know  how  to  take 
The  child  instructed  from  these  works  will  be  always 


The  only  books  extant  which  approach  this  subject  with  a  proper  view  of  the  true 
bject  of  teaching  Physi 
care  of  their  own  health. 

ZDOCTOIR- 

the  Lilies.1' 

BOTANY. 

WOOD'S  AMERICAN  BOTANIST  AND  FLORIST. 

This  new  and  eagerly  expected  work  is  the  result  of  the  author's  experience  and 
life-long  labors  in 

CLASSIFYING   THE  SCIENCE  OF  BOTANY. 

He  has  at  length  attained  the  realization  of  his  hopes  by  a  wonderfully  ingenious  pro- 
cess of  condensation  and  arrangement,  and  presents  to  the  world  in  this  single  moder- 
ate-sized volume  a  COMPLiETEJ  MANUAL. 
In  370  duodecimo  pages  he  has  actually  recorded  and  defined 

NEARLY  4,000  SPECIES. 

The^treatises  on  Descriptive  and  Structural  Botany  are  models  of  concise  statement, 
which  leave  nothing  to  be  said.  Of  entirely  new  features,  the  most  notable  are  the 
Synoptical  Tables  for  the  blackboard,  and  the  distinction  of  species  and  varieties  by 
variation  in  the  type. 

Prof.  Wood,  by  this  work,  establishes  a  just  claim  to  his  title  of  the  great 

AMERICAN  EXPONENT  OF  BOTANY. 


